Randomized evaluation of a single semester transitional mentoring program for first year middle school students: a cautionary result for brief, school-based mentoring programs
Abstract
School-based youth mentoring is popular in the United States. There are reasons to believe that school-based mentoring might be beneficial, but research has found primarily small effects and some negative effects. This study describes a formal evaluation of a single semester mentoring program that was implemented within the context of a school-university-community partnership. Middle school students were randomly assigned to a school-based mentoring program (n=60) or a control group (n=60) during the first semester of middle school. Results suggest that random assignment to the mentoring program designed to ease the transition to middle school was associated with statistically significant decreases in reading grades and null effects on other measures, including school and teacher connectedness. These results reinforce the need to evaluate mentoring programs on a case-by-case basis and continue to innovate in the area of school-based mentoring until robust, replicable evidence-based procedures are identified. © 2011 Wiley Periodicals, Inc.
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Despite positive effects, the SBM program was not entirely successful in several studies.
“Despite the positive effects of SBM, the program was not entirely successful in several studies (e.g., Bodin and Leifman, 2011; McQuillin et al., 2011; Herrera et al., 2011; Schwartz et al., 2012; Bayer et al., 2015; Heppen et al. (2018); Alwani et al., 2023; Butler et al., 2024).”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as McQuillin et al., 2011
Two studies found that a short-term SBM program (lasting less than six months) did not offer substantial advantages to participants.
“Two studies found that a short-term SBM program (lasting less than six months) did not offer substantial advantages to participants (e.g., McQuillin et al., 2011; Schwartz et al., 2012).”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as McQuillin et al., 2011
These findings are consistent with previous research and reviews demonstrating positive impact of SBM programs on academic, social, and behavioral outcomes.
“These findings are consistent with previous research and reviews (e.g., McQuillin et al., 2011; McArthur et al., 2017; McCoy, 2017; Karaferye, 2018; Grey, 2019; May et al., 2021; Jefferson, 2022; Fehérvári and Varga, 2023; Richardson, 2024; Turgut and Tasçi, 2024), which demonstrate the positive impact of SBM programs on academic, social, and behavioral outcomes.”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as McQuillin et al., 2011
This aligns with earlier reviews suggesting that the impacts of mentoring are significant but not large.
“This aligns with earlier reviews suggesting that the impacts of mentoring are significant but not large (Hall, 2003; McQuillin et al., 2011; T olan et al., 2014; Raposa et al., 2019).”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as McQuillin et al., 2011
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Tiraieyari, N., & Krauss, S. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1518053
- Authors
- McQuillin, S., Smith, B., & Strait, G.
- Affiliations
- University of South Carolina (US)
- Corresponding author
- McQuillin, Samuel
- Venue
- Journal of Community Psychology
- Publisher
- Wiley
- Published
- 2011-08-11
- Volume
- 39
- Issue
- 7
- Pages
- 844-859
- ISSN
- 0090-4392 (ISSN-L)
- OpenAlex
- W2150834573
- Cited by
- 42
- References
- 23
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 1 · 2023: 1 · 2022: 1 · 2021: 2 · 2020: 3 · 2019: 2 · 2018: 4 · 2017: 4 · 2016: 3 · 2015: 6 · 2014: 6 · 2013: 3 · 2012: 2
- FWCI
- 4.77
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Community Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- school-based mentoring, youth mentoring programs, junior high school students, middle school transition, school connectedness, university-school-community partnership, program evaluation
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