An Illustrative Case Study of the programme by The Complete Education Solution in partnership with The Mentoring School
Introduction
In recent years there has been rising attention on the issues being faced around how to keep students engaged in their education, as well as the challenges around SEND provision faced by schools across the UK. Questions are being posed as to how meaningful support can adapt to suit the needs of present and future pupils in a sustainable way. This case study examines the degree to which peer mentoring can form part of pupil intervention methods, and its suitability for complex settings, by examining a programme undertaken by TCES Group (The Complete Education Solution) in partnership with The Mentoring School.
TCES provides a variety of schools and services which meet the needs of a range of neurodiverse pupil profiles. They are dedicated to creating “a positive journey of change” for their pupil, who move from social isolation to independence with guided support throughout their time with TCES. As part of this, they reached out to The Mentoring School to explore establishing a peer mentoring programme for their pupils. The aim was to help pupil develop their communication and leadership skills, showcase their talents, and improve access to future employment opportunities. The partnership saw The Mentoring School’s specialist trainers guide TCES’s aspiring pupil mentors through the Level 2 Peer Mentor Qualification course. The focus was on imparting vital skills in a dynamic and engaging way to provide the best learning experience possible, grow pupils’ confidence, and generate a depth of understanding around the role.
Staff at TCES identified pupils who would benefit from peer mentoring themselves and from developing skills to support others. During the programme they received training from The Mentoring School around the fundamental principles of mentoring and good practice. They then applied their skills and learning by providing support and guidance to other pupils who had been facing difficulties. Working in partnership, both organisations planned for staff and facilitator support to be available throughout the project. These steps ensured best practice guidelines were followed at every stage, pupils were encouraged as necessary, and the progress of those involved could be closely monitored. Analysing the data collected during this initiative highlighted several points to consider in terms of the short- and long-term impacts of peer mentoring on pupil experience and engagement, which will be further explored here.
Observations
One recurring theme was mentors’ reaction to stepping up as pupil community leaders. Mentoring roles carry an inherent level of responsibility. As such they provide a unique opportunity for pupils to expand their horizons by exploring their own abilities when placed in a position of influence. A key part of the training provided covered the duties and limitations of mentoring, including safeguarding, maintaining boundaries, and building relationships based on trust. This structured approach, along with the continual encouragement of designated school staff, meant students could feel secure as they expanded their horizons and challenged themselves to step outside of their comfort zone.
Those trained as mentors reported the project as having a definite positive impact on their personal development. Peer Mentor Raheem stated, “I have grown and matured with the help of this programme, as I have more responsibilities in supporting other pupils. I also try to set a good example for other pupils.” In this case, the clear demonstration of trust in his abilities shown by his being offered the mentor role prompted him to rise to the occasion. As a result, he was able to surpass even his own expectations whilst simultaneously giving back to the TCES community. Becoming involved in peer mentoring gave Raheem the opportunity to explore his potential, recognise his unique strengths, and see the impact of those things in a real-life setting.
On the other side of the equation, peer mentoring has proved a useful tool for supporting vulnerable pupil who may have been otherwise reluctant to open up about the challenges which they are facing. Peer mentoring is particularly impactful for young people, as being able to connect with someone their own age who has faced similar challenges. One mentee, Belle, commented that “peer mentoring has helped me feel more comfortable as I know I can talk to someone by myself without being judged.” Meanwhile Emmanuel, a member of teaching staff, observed, “peer mentoring has helped neurodiverse children and young people in school by providing them with personalised support from someone who understands or is willing to learn about their unique needs. This creates a safe space where they can ask questions in a one-to-one setting instead of a group as this can be nerve-racking.” Clearly that inherent sense of understanding prompts faster growth of rapport and meaningful connection, thereby enabling mentees to be appropriately supported. The result is a growth in confidence and willingness to participate in the school community, improving inclusion and engagement.
However, peer mentoring is not only about the immediate impact on student experiences. Head of Post-16, Aasim Ahmed, noted that over the course of the project “pupils are actively involved in discussions, role-playing scenarios, and collaborative activities. Their growing confidence and willingness to share insights reflect the positive impact of the programme on their personal and interpersonal development.” The teaching approach encourages participants to think critically about their mentoring practice, growing their confidence and independence with skills which will last a lifetime. These key transferable skills, recognised and evidenced by formal certification, and can open new channels for future career prospects.
Equipping pupils for life after TCES and providing tools which can be taken into adulthood is a key part of the school’s mission. The peer mentoring initiative has certainly contributed to these aims, with neurodiverse young leaders transitioning through to become Alumni Mentor Volunteers and then Alumni Learning Mentor employees. These in turn support the peer mentor programme in a ‘unique virtuous cycle’. As Katrina Medley, Executive Headteacher, summarised: “this programme is more than a learning experience, it is a stepping stone towards becoming Alumni Peer Volunteers, enabling pupils to give back to the TCES community even after they graduate. This not only enriches their current experience but also opens future employment opportunities.”
It must also be noted that the staff involved have been a key part of the success of this programme. Just as the peer mentors became role models for their mentees, so too did those running the course exemplify enthusiasm and dedication for their students to emulate. The support of school staff and The Mentoring School facilitators has enabled the growth of a supportive and interactive environment where pupils could challenge and develop themselves. Richard Daniel Curtis, director of The Mentoring School, had high praise for the TCES team and their dedication to the venture. The thorough groundwork with the pupils in the run up to beginning their courses was instrumental in all involved putting their best foot forward from the start.
The trainee mentors being so well prepared allowed for high engagement with the materials being taught, as pupils were “brilliantly involved, took the initiative to question and explore the concepts, and prompted lively, varied discussions.” This was in turn reflected in the quality of support which these mentors were able to offer to vulnerable students. Getting the most out of peer mentoring programmes is certainly a team effort, requiring a unified approach from all involved. Ongoing constructive feedback, recognition of the progress being made, and consciously keeping the long terms aims of the project at the heart of each stage, all played a part in the success of the course.
Conclusion
In conclusion, this peer mentoring programme has clearly had a profoundly positive impact on those involved. Pupil mentors developed important life skills, recognised with an accredited qualification, which are key for establishing independence and will open new career prospects. At the same time, their mentees were able to receive personalised support to overcome challenges and grow in their personal and academic lives. When examining questions of what this could mean for other organisations who are looking to improve their student support provision, implementation of peer mentoring should certainly be considered.
The fact that peer mentoring is based on mutual understanding and respect makes it highly adaptable to the circumstances and challenges being faced. This in turn generates a sense of community, encouraging positive behaviour including a willingness to seek help before reaching a point of crisis. Settings exploring this approach must bear in mind that staff contributions and support for such programmes are vital to ensure best possible experiences and outcomes. In light of this, the Mentoring School’s partnership approach establishes this from the start, with adaptations readily available to meet targets and mitigate potential limits regarding available resources.
Closing Notes:
The Mentoring School would like to thank TCES Group for taking the time to engage with developing this case study.
If you would like to learn more about how Peer Mentoring could form part of your student intervention methods, click below, or contact The Mentoring School at hello@thementoringschool.com