The hidden magic of mentoring: how it’s transforming schools
Mentoring is often the unsung hero of student development.
It’s not just about academic support; it’s about fostering personal growth, resilience and confidence. At Oppidan, we believe that exceptional mentoring can truly unlock a student’s potential, whether it’s guiding them through their studies, helping them discover new passions or preparing them for life beyond school.
So, what does great mentoring look like in practice?
It’s about more than just academic support
Yes, mentoring helps students with their academic work, but it’s so much more than that. Mentoring is about offering a safe space for students to explore who they are and who they want to become. It’s about building trust, offering guidance and giving them the emotional support they need to navigate challenges. Research from Rhodes (2014) highlights that mentoring relationships can increase academic success, improve self-esteem and help students feel more connected to school. Supporting students to feel part of their community means they are much more likely to engage in all aspects of school that can help them thrive – in or out of the classroom.
Mentorship workshops: building key skills
Many schools organise workshops for mentors and mentees, focusing on important life skills like communication, conflict resolution and goal-setting. These workshops ensure that both mentors and mentees are equipped with the tools they need to build strong, effective relationships. Studies have shown that structured mentoring programmes improve mentee outcomes by providing both parties with the skills to communicate effectively and set clear goals (Karcher, 2014).
Mentoring is a two-way street, and the benefits extend beyond the mentee. As the saying goes, “We have two ears and one mouth so that we can listen twice as much as we speak”. This highlights the crucial role of active listening in mentoring. When mentors are trained to listen actively and ask the right questions, they not only help students reflect on their own strengths and areas for growth, but they also develop their own communication skills. By honing the ability to listen attentively, mentors become more empathetic, insightful and effective in their roles. The mentoring relationship can thus be just as transformative for the mentor as it is for the mentee.
Community support: bringing in local role models
Mentoring doesn’t just happen within the school walls. Local businesses, community organisations and even alumni can play a huge role in shaping students’ futures. We’ve seen schools partner with local artists, guest speakers and community leaders to run clubs or host talks. These outside role models offer new perspectives, inspire creativity and give students a glimpse into the wider world. According to research by Darling (2011), having mentors from diverse backgrounds enhances students’ understanding of different career paths and life possibilities, making them more likely to pursue new opportunities.
Student leadership and amplified pupil voice
In many schools, mentoring takes the form of student-led initiatives like the student council or peer mentoring programmes. Older students become guides for younger ones, helping them navigate the ups and downs of school life. But what’s really powerful here is the fresh perspective that students bring. Sometimes, they see things that adults miss—the little details of everyday school life that can make a big difference. Allowing students to question, lead and contribute their ideas helps younger students feel heard and valued. This amplified pupil voice is not just empowering; it also strengthens the whole school community.
When students take the lead, they gain confidence in their ability to shape their environment. Karcher (2009) found that peer mentoring boosts students’ sense of belonging and school engagement while also helping them develop crucial social skills and emotional intelligence. By encouraging students to take on leadership roles and share their voices, we’re giving them the tools to become not only better mentees but also confident, compassionate leaders in their own right.
We know all of this is happening in schools and organisations all over the world. The Oppidan Education Mentoring Awards aim to shine a spotlight on these inspiring mentoring initiatives that make a real difference. We want to hear about the mentoring programmes in your school that go above and beyond to support students. Applications are open, so if your school champions mentoring, this is your chance to share your story, gain recognition and join a network of schools dedicated to empowering the next generation.
Apply for the Oppidan Education Mentoring Awards.
References
Darling, N. (2011). Mentoring and youth development: A review of the literature. Journal of Adolescence, 34(3), 457-472.
Karcher, M. J. (2009). The study of mentoring in the learning environment: A framework for conceptualizing mentoring in schools. International Journal of Mentoring and Coaching, 7(1), 2-17.
Karcher, M. J. (2014). The mentoring effectiveness of school-based mentoring programs. In D. L. DuBois & M. J. Karcher (Eds.), Handbook of youth mentoring (2nd ed., pp. 395-407). SAGE Publications.
Rhodes, J. E. (2014). The role of mentoring relationships in youth development. Developmental Psychology, 50(2), 335-348.