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The COVID-19 pandemic has severely affected postsecondary education in STEM fields. Before and during the pandemic, mentoring provided critical academic and socio-emotional support for undergraduate students. Little is known about the mentoring patterns across different types of mentors (faculty, staff, and peer), and whether various mentor-mentee interactions can mitigate negative pandemic impacts for STEM undergraduates. This study employed Structural Equational Modeling (SEM) to examine the interrelationships among mentor type, mentoring support, and student outcomes during the COVID-19 outbreak with a diverse, nationwide sample (N=2,352). The findings provided implications on how mentors from different positions can help students tackle the academic, career, and mental health challenges during the crisis.