Engagement
through Mentorship
Engagement, sometimes called school connectedness, is indicative of school success and achievement. Students need to have substantial relationships with people in their school community to feel like they are part of that community. "Engagement involves positive student behaviours, such as attendance, paying attention, and participation in class, as well as the psychological experience of identification with school and feeling that one is cared for, respected, and part of the school environment" (Anderson, Christenson, Sinclair, & Lehr, 2004, p.97).
"CAMPS (Cross-age mentoring programs) provide a novel way to promote all students' academic development by helping both mentors and mentees to acquire several attitudes known to foster student achievement, including both school and teacher connectedness" (Karcher, 2009, p. 297). In addition Karcher continues on to say "High school mentors reported improvements in their own communication skills and felt a stronger "connection to their community and school" (Hansen, 2006, p.3)" (as cited in Karcher, 2004, p.293).
Our hope through this project is to have our mentors gain confidence and connectedness through their positive feelings of leadership and their ability to be helpful.
References
Anderson, A. R., Christenson, S. L., Sinclair, M. F., & Lehr, C. A. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42(2), 95-113.
Karcher, M. (2009). Increases in academic connectedness and self-esteem among high school students who serve as cross-age peer mentors.Professional School Counseling, 12(4), 292-299.
"CAMPS (Cross-age mentoring programs) provide a novel way to promote all students' academic development by helping both mentors and mentees to acquire several attitudes known to foster student achievement, including both school and teacher connectedness" (Karcher, 2009, p. 297). In addition Karcher continues on to say "High school mentors reported improvements in their own communication skills and felt a stronger "connection to their community and school" (Hansen, 2006, p.3)" (as cited in Karcher, 2004, p.293).
Our hope through this project is to have our mentors gain confidence and connectedness through their positive feelings of leadership and their ability to be helpful.
References
Anderson, A. R., Christenson, S. L., Sinclair, M. F., & Lehr, C. A. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42(2), 95-113.
Karcher, M. (2009). Increases in academic connectedness and self-esteem among high school students who serve as cross-age peer mentors.Professional School Counseling, 12(4), 292-299.