Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555383
Title: A study investigating the impact of peer mentoring on pupils transitioning into secondary school who may be at risk of behavioural, emotional and social difficulties
Author: Perry, Elaine
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2011
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Abstract:
Transition to secondary school is almost always a significant period of worry and anxiety. Research has linked it to a number of negative outcomes for young people including lower self-esteem and self-concept and lower academic achievement. Previous literature suggests that peer mentoring can combat negative effects associated with transition. The study explored the use of peer mentoring to support pupils who may be at risk of developing social, emotional and behavioural difficulties following transition to secondary school. A pre-test post-test two-group randomised controlled trial investigated the impact on the Year 7 pupils. To examine the impact on Year 9 peer mentors, a pre-test post-test single group design was applied. The quantitative data from Strengths and Difficulties Questionnaires (SDQ), Resiliency Scales and school attendance was analysed using ANOVAs and t-tests. A questionnaire was used to explore pupil views of the scheme and analysed using thematic analysis. No significant impact was found from the quantitative measures for either mentees or peer mentors. Whilst pupils largely enjoyed the experience, this did not translate into a significant measurable impact. Both the control and intervention group significantly improved on a number of SDQ subscales suggesting pupils may naturally improve following transition. The main themes regarding the things most liked about peer mentoring included having someone to talk to and supporting others. Areas proposed which could improve future schemes included a better environment and more frequent sessions. The study had some methodological limitations including a relatively small sample size, limiting the generalisability of the results; however, results coincide with previous research and the researcher questions future use of peer mentoring without more thorough investigation. This thesis highlights the lack of and need for well-conducted research into interventions before they are widely implemented.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.555383  DOI: Not available
Keywords: LB1603 Secondary education. High schools
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