Supporting At-Risk Students in Continuation High Schools Through Mentoring: An Ecological Systems Theory Perspective (Poster 2)

• In Event: AERA Poster Session Thursday 3:35 p.m.
  In Poster Session: Division H's Collection of Studies on Supporting High School Students

Abstract

Ecological systems theory provides a useful framework for understanding how different environmental factors influence students’ academic engagement and performance, particularly among students navigating complex home and school dynamics. In this study, we explore students’ perceptions of mentors in continuation high schools, and the role that mentors play in supporting students to overcome personal and academic challenges they experienced at traditional and continuation schools through student interviews. Results showed that students perceived mentors as trustworthy adults who offer essential support, aiding them in overcoming barriers at both their home schools and continuation sites. These findings highlight the importance of mentors in developing supportive relationships with students in order to support their academic engagement and emotional well-being.

Authors

• Kevin Francisco Ramirez, University of California - Berkeley

• Zhong Cao, Harvard University

• Frank C. Worrell, University of California - Berkeley