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Rationale for the Mentor Programme

• Research on school belonging finds teacher support is one of the most important factors in building a sense of belonging at school [Allen, Vella-Brodrick, Hattie, 2016). Belonging in turn is associated with well-being and with engagement.

• Positive Education/well-being is best taught in schools in a contextualised manner. Working with students individually or in small groups allows the learning to be contextualised more easily and effectively (Ciarrochi, Atkins, Hayes, Sahndra, Parker, 2016).

Purpose of Mentor Programme

• Actively track and support student holistic progress and respond to issues with teachers and parents

• Build a supportive relationship with students – be a significant adult in their lives.

The Mentor Role

• Track student progress in academics, extracurricular, and well-being

• Build a supportive relationship with students – be a significant adult in their lives

• Build effective relationship with student’s parents acting as the first KC contact for that student

• Supporting student’s self-knowledge, well-being and progress through KC

• Refer on for issues beyond your competence in areas of career advice, mental health, family, discipline or other staff related issues.


• A clear mentoring programme in place [that programme will develop and change over time]

• Mentoring booklet produced

• Resources on School Box

• Mentor Group acts as advocates for the programme in the wider school

• House Masters in the Mentor Group each establish a buddy relationship with a HM who is not in the group to support and share information

• The Mentor Group organises/runs a series of 20-minute sessions for staff on specific mentoring topics.

• There is a calendar of mentoring training and PD that runs through the year.