Mentoring saves and improves lives, by Tracey Vale

The positive effect of mentoring for at-risk youth is at the centre of In 2 Life’s work. In 2 Life, an Adelaide-based charity for at-risk youth, mobilises youth workers and volunteers into their RUSH mentoring program.

There has been extensive research on the importance of mentoring both conducted here in Australia and overseas. For the purpose of this report, the focus will be on a comparison of Australia and the United States. 

The first major study on the positive influence of mentoring on at-risk youth, occurred in Philidelphia in 1992 to 1993 and its’ findings are reflected in current research. The study focussed on 959 children mentored by the Big Brothers, Big Sisters agency. They were aged between 10 and 16 years; 60% were male; 50% were from minority groups; the majority were from low income families and many lived in families where drug use and domestic violence were prevalent.

The study revealed the following outcomes:

§                     They were significantly less likely to initialise the use of drugs and alcohol.

§                     There was a significant decrease in truancy and class-skipping.

§                     They had increased confidence in their academic potential.

§                     They were 33% less likely to act out violently, making anger management a significant outcome.

§                     Relationships at home and at school were much improved.

§                     Mentoring had a sustained, positive effect on their self esteem, academic performance and social skills.1

A research project undertaken on mentoring at Australia’s Murdoch University, revealed the same positive outcomes. The following quote says it all:

“Mentoring is an old idea that works. Research has shown that mentoring is one of the five short-term imperatives for reversing the high dropout rate of high school students. Mentoring is a powerful way to provide adult contacts for youth who receive little guidance in their schools, homes, communities and workplaces. Supportive one-on-one relationships provide youths with the opportunity to explore career paths and broaden their horizons. Adult mentors serve as beacons of hope for young people adrift in an uncertain world.”2

These outcomes seem only natural when considering the results of the Mission Australia National Youth Survey undertaken in 2006. It found that family relationships were considered of great importance to 72.3% of those surveyed. Almost a third of those surveyed considered it important to feel needed and valued. The survey also revealed that among the issues of concern to young people, family conflict rated at number one, followed by alcohol and drug issues; body image; suicide; physical and sexual abuse; coping with stress; bullying and emotional abuse; school problems; depression and self-harm.3

As in the U.S. study, the Murdoch University project found that mentoring not only improved academic potential, but also social development. It found that the mentees were more motivated, had dramatic improvements in self esteem and self image and were more likely to make the right choices and decisions to improve their own lives. Thus significant change was seen in their attitudes and motivation at school, in their relationships with peers and family and at a more personal level.

Another similarity found in both studies is that the mentors had proven success due to qualities of dedication, enthusiasm, a genuine desire to help and a work ethic far outweighing the requirements of their position. Such qualities won the respect of the mentees.

The mentees  and their carers were asked for their perspectives on mentoring in a South Australian study in 2007. This revealed that mentoring was “the most helpful and significant strategy to re-engage them with learning, assist them to attend school or alternative education, help them with school work and job applications and engage them in thinking about and making decisions about their future.”4

Overwhelmingly, the studies found that these young people were able to improve their behaviour and academic performance because someone believed in them. This meant they were able to believe in themselves and realise that change was possible and that they were worthwhile. This had a flow-on effect whereby they positively impact on their peers, families, schools and communities.

[Sources: 1.Making a Difference: an impact study of Big Brothers Big Sisters, J.P. Tierney, J.B. Grossman and N.L. Resch, 1995, Philidelphia ;

2. Dondero, 1997, p.1, cited in International Year of Older Persons Mentoring Research Project, J. MacCallum and S. Beltram, 1999, Murdoch University

3. Mission Australia National Youth Survey 2006 sourced from www.missionaustralia.com.au/cm/resources/documents/National_Youth_Survey_2006.pdf

4. Young People’s Perspectives (and their carers)-School Retention Action Plan: Stage 3 Evaluation, Dept. for Families and Communities, J. White and H. Lindstrom, June ’07, South Australia.]

Excuse me, are you real? by Tracey Vale

Joan Leslie, dressed impeccably as Snow White, stood with an equally impeccably-dressed Grumpy outside a busy shopping centre. They were waiting for the remainder of the dwarves to turn up before embarking on another promotional visit for the 1960's stage production of Walt Disney's Snow White, when a girl of about 6 walked up to them.

Joan and Grumpy, both standing motionless, watched as the girl stopped before them, looking them up and down. She stepped a little closer and peered a little harder, tilting her head for better effect. Straightening up, she directed her question at Snow White "Excuse me, are you real?".