Mentoring with Disaffected Pupils

Reid, Ken

doi:10.1080/1361126022000002465

Cited by 38 publications

(29 citation statements)

References 8 publications

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“…In particular, a number of studies have highlighted the need for the adults involved in such programmes to possess characteristics that will facilitate positive relationships; e.g. credibility, fairness, consistency and respect (Riley & Rustique-Forrester, 2002;Wilson & White, 2001) and there is further evidence to support this claim in the literature on youth mentoring and informal education (Reid, 2002;Ellis, 2003;Richardson & Wolfe, 2001). …”

Section: The Impact Of Sport/physical Activity On Positive Youth Devementioning

confidence: 86%

The role of physical activity/sport in tackling youth disaffection and anti‐social behaviour

2008

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The purpose of this paper is to consider new and existing evidence about the impact of sport/physical activity programmes on positive youth development in the context of education. The issue of youth disaffection is topical (Davies, 2005) and a number of authors and policy makers have acknowledged that physical activity/sport may be an effective way of helping to address the problem (e.g. Sandford, . As a result, a number of initiatives aimed at re-engaging disaffected or disadvantaged young people through physical activities have been developed and implemented in schools in the UK. Two such initiatives, the HSBC/Outward Bound project and Youth Sport Trust/BSkyB 'Living For Sport' programme, are discussed within this paper, and key findings from the monitoring and evaluation of each initiative are presented. Over a period of 3 years, more than 7000 pupils have been engaged in these programmes, and complete data sets have been collated for over 50% and 90% of Sky Living For Sport and HSBC/Outward Bound participants respectively. The findings suggest that both of these projects have had a positive impact on the behaviour and attendance of large numbers of pupils, and that engagement in lessons and relationships with both teachers and peers have improved and can be sustained. The findings also demonstrate, however, that impact is highly individualised and context-specific in many cases, and that positive impact is more likely to be sustained when some or all of the following project features are in place: effective matching of pupil needs with the specific project objectives; locating Review Vol. No. Month 200, Disaffection, Behaviour and the Governance of Children 2 project activities outside of the 'normal' school context; working closely with pupils to choose activities, set targets and review progress; establishing positive relationships between project leaders / supporters (mentors) and pupils; and giving pupils the opportunity to work with and for others. Educational

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Section: The Impact Of Sport/physical Activity On Positive Youth Devementioning

confidence: 86%

The role of physical activity/sport in tackling youth disaffection and anti‐social behaviour

2008

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“…The importance 650 of the role of an adult 'mentor' has been stressed in numerous contexts within the physical education, 651 informal education and mentoring literature (e.g. Martinek & Hellison, 1997;Richardson & Wolfe, 652 2001; Reid, 2002) and it has been suggested that having someone to turn to who is more than 'just' a 653 teacher is important for some young people (Bennetts, 2003;Vulliamy & Webb, 2003). In the 654 HSBC/OB programme, one of the key features was the training of adult mentors from within HSBC 655 staff to work with young people on programme activities.…”

Section: Discussion 608mentioning

confidence: 99%

Positive youth development and physical activity/sport interventions: mechanisms leading to sustained impact

Armour

Sandford

Duncombe

2013

Physical Education and Sport Pedagogy

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4Sport/physical activity interventions are sometimes viewed as a panacea for youth-related social 5 problems, and this may explain their proliferation. Yet, there is little robust evidence to support some 6 of the claims made for the efficacy of such programmes, particularly those relating to sustained benefits 7 for young people. The purpose of this paper is to report findings from longitudinal research on two 8 youth sport/physical activity interventions in the UK in order identify key features in their design that 9 were found to be central to sustained positive impact. The physical activity programmes sought to 10 address youth disaffection and disengagement and they were evaluated by one research team using a 11 common evaluation strategy. Both programme sponsors were committed to learning from the 12 evaluation findings and to wider dissemination. The programmes are explained, data on sustainability 13 of impact are reported from each project and the findings considered together to identify common 14 themes. Data suggest that six key features should be embedded in the design of physical 15 activity/positive youth development programmes and that, in combination and through complex 16 interaction, they can maximise the potential for sustained positive impact on youth participants. 17 18

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“…There has also been a proliferation in the literature on mentoring, with authors highlighting a drive to encourage adults to take up mentoring roles with young people in a number of countries including North America, the UK, and Australia (Reid, 2002;Colley, 2003a;Philip et al, 2004;DuBois & Karcher, 2005). Tackling youth disaffection and social exclusion is a key target for many mentoring initiatives (Shiner, Newburn, Young & Groben, 2004) based on research which suggests that a learning relationship with an adult other than a parent (or teacher) can lead to positive outcomes for disaffected young people (Bennetts, 2003) and that these connections can "powerfully influence the course and quality of adolescents' lives" (Rhodes, 2001 p.1).…”

Section: An Overview Of Relevant Mentoring and Informal Education Litmentioning

confidence: 99%

“…Tackling youth disaffection and social exclusion is a key target for many mentoring initiatives (Shiner, Newburn, Young & Groben, 2004) based on research which suggests that a learning relationship with an adult other than a parent (or teacher) can lead to positive outcomes for disaffected young people (Bennetts, 2003) and that these connections can "powerfully influence the course and quality of adolescents' lives" (Rhodes, 2001 p.1). Reid (2002) sums up the suggested benefits of youth mentoring as follows:…”

Section: An Overview Of Relevant Mentoring and Informal Education Litmentioning

confidence: 99%

Volunteer Mentors as Informal Educators in a Youth Physical Activity Program

Sandford

Armour

Stanton

2010

Mentoring & Tutoring: Partnership in Learning

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This paper reports data from a four-year longitudinal evaluation of a UK project, which used outdoor activities as a vehicle for enhancing the personal and social development of disaffected youth. In particular, it examines the role played within this project by volunteer learning mentors. Following a summary of relevant literature and an overview of the project design and evaluation strategy, data are reported on the impact and effectiveness of these mentors. The findings suggest that there is much potential for mentors to function as informal educators in youth programmes such as the one outlined here. However, a lack of preparation and the considerable challenges faced in establishing and maintaining mentoring relationships with young people in schools can restrict their impact. It is argued that similar future initiatives would benefit from greater pre-planning and an improved understanding of how mentors and other youth professionals can work with and alongside each other.

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Mentoring with Disaffected Pupils

Cited by 38 publications

References 8 publications

The role of physical activity/sport in tackling youth disaffection and anti‐social behaviour

The role of physical activity/sport in tackling youth disaffection and anti‐social behaviour

Positive youth development and physical activity/sport interventions: mechanisms leading to sustained impact

Volunteer Mentors as Informal Educators in a Youth Physical Activity Program

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