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Mentoring programs to affect delinquency and associated outcomes of youth at risk: A comprehensive meta-analytic review
Open accessAbstract
To conduct a meta-analytic review of selective and indicated mentoring interventions for effects for youth at risk on delinquency and key associated outcomes (aggression, drug use, academic functioning). We also undertook the first systematic evaluation of intervention implementation features and organization and tested for effects of theorized key processes of mentor program effects. Campbell Collaboration review inclusion criteria and procedures were used to search and evaluate the literature. Criteria included a sample defined as at risk for delinquency due to individual behavior such as aggression or conduct problems or environmental characteristics such as residence in a high-crime community. Studies were required to be random assignment or strong quasi-experimental design. Of 163 identified studies published from 1970–2011, 46 met criteria for inclusion. Mean effects sizes were significant and positive for each outcome category (ranging from d = 0.11 for academic achievement to d = 0.29 for aggression). Heterogeneity in effect sizes was noted for all four outcomes. Stronger effects resulted when mentor motivation was professional development but not by other implementation features. Significant improvements in effects were found when advocacy and emotional support mentoring processes were emphasized. This popular approach has significant impact on delinquency and associated outcomes for youth at risk for delinquency. While evidencing some features may relate to effects, the body of literature is remarkably lacking in details about specific program features and procedures. This persistent state of limited reporting seriously impedes understanding about how mentoring is beneficial and ability to maximize its utility.
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“Meta-analyses of extant evaluations of mentoring programs have supported their potential to promote improved outcomes for participating youth in areas such as academics, social competence, and problem behavior avoidance (for reviews, see DuBois et al., 2002;DuBois et al., 2011;Tolan et al., 2014;Raposa et al., 2019).”
From Effects of the Big Brothers Big Sisters of America Community-Based Mentoring Program on social-emotional, behavioral, and academic outcomes of participating youth: A randomized controlled trial (2023) · cites this paper as Tolan et al., 2014
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“Previous studies have focused on the effectiveness of mentoring programs for youth through review studies and meta-analyses (e.g., Wheeler et al., 2010; Wood and Mayo-Wilson, 2012; Tolan et al., 2014).”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as Tolan et al., 2014
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“Tolan et al. (2014), for example, found standardized mean difference estimated effect sizes of 0.11 for outcomes relating to academic achievement, and 0.21, 0.29, and 0.16 for those relating to delinquency, aggression, and drug use, respectively.”
From Effects of the Big Brothers Big Sisters of America Community-Based Mentoring Program on social-emotional, behavioral, and academic outcomes of participating youth: A randomized controlled trial (2023) · cites this paper as Tolan et al. (2014)
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“Nevertheless, these meta-analyses have only identified small overall positive effects, with standardized mean difference effect sizes (d), from 0.18 to 0.21 in DuBois et al. [12,13] from 0.11 to 0.29 in Tolan et al. [16], and 0.21 in Raposa et al. [17].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [16]
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“Meta-analyses of quasi-experimental and experimental evaluations confirm the potential of CBM relationships, involving high-risk young people to progress in the socioemotional, behavioral, and academic domains [12,13,14] and in reducing delinquent and aggressive behavior [15,16].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [16]
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Metadata
- Authors
- Tolan, P. H., Henry, D. B., Schoeny, M. S., Lovegrove, P., & Nichols, E.
- Affiliations
- University of Virginia (US)
- University of Illinois Chicago (US)
- University of Chicago (US)
- Corresponding author
- Tolan, Patrick H.
- Venue
- Journal of Experimental Criminology
- Published
- 2013-07-26
- Volume
- 10
- Issue
- 2
- Pages
- 179-206
- ISSN
- 1572-8315 (ISSN-L)
- 1573-3750
- PMC
- PMC4224303
- OpenAlex
- W2077618942
- Semantic Scholar
- dcbe4b2eb054560b695e872f25658e7c6a3675f8
- Cited by
- 192
- References
- 102
- Citations by year
- 2026: 13 · 2025: 17 · 2024: 22 · 2023: 23 · 2022: 18 · 2021: 21 · 2020: 15 · 2019: 12 · 2018: 22 · 2017: 10 · 2016: 11 · 2015: 6 · 2014: 2
- FWCI
- 19.55
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Journal of Experimental Criminology (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD035415)
- Topics
- Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
- Social Sciences › Education › Mentoring and Academic Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
- Keywords
- mentoring programs, juvenile delinquency, at-risk youth, aggression, drug use, academic performance, mentor motivation, professional development, advocacy, emotional support, conduct problems
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