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Learning Mentors work with groups of pupils and individuals, teachers and managers, parents, carers and families, schools and other agencies, helping to construct a support network. Within that framework they develop trusting relationships in which information canbe shared.
A wide variety of pupils are supported by Learning Mentors, often with behaviour problems or persistent absenteeism. They may be demotivated or lacking in self-esteem, have fallen behind with their work or find communication difficult. Language problems are prevalent where English is not the first language spoken at home; additional issues are faced by children of asylum seekers or those who move home frequently. In some cases pupils are looked after by non-family members or may be young carers themselves. Some have suffered bereavement; others have difficulties at home.
Whatever issues individual pupils face, Learning Mentors can help them develop respect not just for themselves but also for those around them.
The Learning Mentor Role top of page
The Learning Mentor’s caseload varies from school to school, but in practice 10-15 cases have proved manageable, balanced between short- and long-term intervention. This allows the Learning Mentor to perform a range of duties and give ‘quality’ time to the pupils. Learning Mentors use a variety of approaches, which can be tailored to individual needs. These include:
- One to one mentoring to discuss problems and look at solutions
- Individual sessions looking at particular issues – such as anger management
- Group work sessions focusing on one issue – such as attendance
- Limited support to a student within lessons as part of a structured programme of assistance (not to be confused with the work of a Learning Support Assistant)
- Observation assignments within lessons at the request of either students or teaching staff
- Support and assistance to school staff dealing with difficult incidents, such as calming down situations
- Liaising with parents and other agencies when it is in the best interest of the students or school
- Help with coursework, homework or organisational skills
- Promoting and helping with after school homework clubs or breakfast clubs
- Promoting after school and holiday activities
- Mediation work between peers and between students and staff
- Supporting and training peer mentors
Confidentiality top of page
Learning Mentors handle sensitive information from the school, the pupil, home and other agencies, so issues of confidentiality should be addressed right from the start
There needs to be a policy on confidentiality in place within the school and with outside agencies. It is also important
that pupils understand at the start of the mentoring process what information is confidential and what has to be disclosed, when. Confidentiality must be part of the induction process for Learning Mentors and supported by line management and regular supervision. All staff need awareness training on confidentiality
Making a difference top of page
Learning Mentors have not only made a difference to pupils themselves; they have also had considerable impact on families, on teachers and on schools and the way they function. Outside agencies, for instance, have been involved more effectively than before, support for teaching staff has improved and the image of the school’s student support systems has been seen in a new light.
Staff are able to allocate dedicated time to pupils and be more effective in their intervention. Schools have found that if the Learning
Mentor provides a safe haven in the playground at lunchtime, behavioural problems are reduced and potentially disruptive situations defused.
Target-setting strategies to improve skills and raise achievement need to be established, along with systems to subsequently monitor, assess and evaluate progress so that achievement is maintained. That done, the Learning
Mentor can work within that infrastructure to benefit pupils, their families and the school itself.
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