An Illustrative Case Study On The Successes Of Peer Mentoring

This case study examines the degree to which peer mentoring can form part of pupil intervention methods, and whether it is suitable for complex settings.  

It examines a programme undertaken by the TCES Group (The Complete Education Solution) in partnership with The Mentoring School. The aim was to help pupils develop their communication and leadership skills, showcase their talents, and improve access to future employment opportunities.  

Staff at TCES identified pupils who would benefit from peer mentoring themselves and from developing the skills to support others. The Mentoring School’s specialist trainers then guided TCES’s aspiring pupil mentors through the Level 2 Peer Mentor Qualification course.  

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.  

Staff and facilitator support was available throughout the project ensuring best practice guidelines were followed at every stage, pupils were encouraged as necessary, and progress was closely monitored.  

Analysing the data collected highlighted several points to consider in terms of the short and long-term impacts of peer mentoring on pupil’s experience and engagement.  

One recurring theme was the mentors’ reaction to stepping up as pupil community leaders. Mentoring roles carry an inherent level of responsibility, they provide a unique opportunity for students to expand their horizons by exploring their own abilities when placed in a position of influence.  

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. 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.  

Peer mentoring has also proved a useful tool for supporting vulnerable pupils who may have been otherwise reluctant to open up about the challenges which they are facing.  

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.”  

This 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.  

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.”  

These key transferable skills, recognised and evidenced by formal certification, can open new channels for future career prospects and will last a lifetime.  

Equipping pupils for life after TCES and providing tools which can be taken into adulthood is a key part of the school’s mission.  

This peer mentoring initiative has contributed to these aims, with neurodiverse young leaders transitioning to Alumni Mentor Volunteers and then Alumni Learning Mentor employees. These then 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 pupils 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. This 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.”  

Getting the most out of peer mentoring programmes is 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.  

In conclusion, this peer mentoring programme clearly had a profoundly positive impact on those involved. Pupil mentors developed important accredited life skills which are key for establishing independence and will open new career prospects.  

For other organisations who might be looking to improve their student support provision, we highly suggest the implementation of peer mentoring. Highly adaptable to the circumstances and challenges being faced, peer mentoring helps to foster a sense of community whilst encouraging positive behaviour.