All students experience transitions during their school years. They move from one grade to the next, adjust to new teachers and routines, and eventually transition into new school buildings with different schedules, expectations, and peer groups. With consistent support, many students adjust to these changes over time.
Military-connected students may experience additional transitions that many of their peers do not. These transitions can include frequent school changes, parental deployment or separation, shifting family routines, and adjustment to new communities. School professionals cannot eliminate all of these challenges, but they can create consistent, supportive structures that make school feel more predictable and connected.
One strategy schools can use is mentoring.
Mentoring creates structured opportunities for connection. School-based mentoring programs pair students with peers or supportive adults to improve academic, behavioral, social, or emotional outcomes. For military-connected students, mentoring can provide structure during transitions, help students learn school routines, and offer a reliable point of connection in a new environment.
Research suggests that mentoring programs can support school connectedness, improve attitudes toward self and others, and promote a stronger sense of belonging (Karcher, 2008). Mentoring has also been associated with increased self-esteem, social support, empathy, and cooperation (Portwood et al., 2005). For a student who is new to a school or community, a mentor can be someone to ask questions, sit with at lunch, or explain school routines. For a student experiencing a parent’s deployment or another family transition, mentoring can provide consistency and a positive connection at school.
Mentoring programs do not need to be large or complicated. Schools can adapt existing structures to support military-connected students, such as student ambassador programs, cross-age buddy systems, peer support programs, or small-group lunch opportunities. Even simple, well-planned approaches can help students build positive relationships and feel more connected to school.
Mentoring programs often include the following elements, including:
- School oversight and involvement in the program (Burton et al., 2022).
- Consistent staff support for mentors and mentees (Burton et al., 2022).
- Structured meetings that consider the mentee’s interests and preferences (Rhodes & DuBois, 2008).
- Training and ongoing guidance for mentors, as identified by Karcher (2008) and Rhodes and DuBois (2008).
- Mentors who demonstrate positive social behaviors and attitudes (Burton et al., 2022).
- Cross-age peer mentoring, in which the mentor is older than the mentee (Burton et al., 2022).
- Opportunities for group activities or shared experiences (Rhodes & DuBois, 2008).
- Mentoring relationships that continue over time, ideally for at least one school year (Rhodes & DuBois, 2008).
Schools do not need to start from scratch. In many cases, mentoring opportunities can be built into existing systems. For example, schools might:
- Pair newly enrolled military-connected students with trained student ambassadors.
- Create structured lunch groups for students who are new to the school.
- Use cross-age mentoring between older and younger students, such as a “book buddies” program.
- Train peer mentors to help students understand school routines, expectations, and available supports.
- Connect students with a trusted adult or peer mentor during times of transition.
Before beginning or expanding a mentoring effort, schools can consider the following planning questions:
- How often will mentors and mentees meet?
- What activities or discussion topics will guide meetings?
- Who will supervise and support mentors?
- How will students be identified for mentoring?
- How will the school support positive mentoring relationships?
- How will staff know whether the mentoring structure is helping students feel more connected?
Thoughtful planning can help schools address common implementation challenges and increase the likelihood that mentoring efforts can be sustained and support students.
Schools interested in strengthening support for military-connected students can use the professional learning modules available on the School Resources website. The modules address military culture and common experiences of military-connected students, including transitions, deployment-related stress, and family separation. School Resources also offers peer mentoring training for those interested in learning more.
Educators can also sign up for the School Resources newsletter to receive updates about new training opportunities and materials.
Reference(s):
Burton, S., Raposa, E. B., Poon, C. Y. S., Stams, G. J. J. M., & Rhodes, J. (2022). Cross-age peer mentoring for youth: A meta-analysis. American Journal of Community Psychology, 70(1–2), 211–227. https://doi.org/10.1002/ajcp.12579Karcher, M. J. (2008). The study of mentoring in the learning environment (SMILE): A randomized evaluation of the effectiveness of school-based mentoring. Prevention Science, 9(2), 99–113. https://doi.org/10.1007/s11121-008-0083-z
Portwood, S. G., Ayers, P. M., Kinnison, K. E., Waris, R. G., & Wise, D. L. (2005). YouthFriends: Outcomes from a school-based mentoring program. The Journal of Primary Prevention, 26(2), 129–188. https://doi.org/10.1007/s10935-005-1975-3
Rhodes, J. E., & DuBois, D. L. (2008). Mentoring relationships and programs for youth. Current Directions in Psychological Science, 17(4), 254–258. https://doi.org/10.1111/j.1467-8721.2008.00585.x