A peer-mentoring scheme for immigrant students in English secondary schools: a support mechanism for promoting inclusion?
A peer-mentoring scheme for immigrant students in English secondary schools: a support mechanism for promoting inclusion?
Immigration in Europe has increased rapidly over the last years. As a result, schools are accepting students arriving from other countries at various stages of the school year. This can be a challenging process both for students and for schools. This paper describes the introduction of a peer mentoring scheme to support immigrant students in three English schools, which took part in a European Union funded project that involved five countries. Data from semi-structured interviews with mentors, mentees and facilitators were analysed and highlighted a number of positive impacts, such as getting support from mentors, making new friends and increased confidence both for mentors and mentees. However, it seems that the way that the programme was implemented in the English schools, focused only on the individual students, rather than having an impact on the whole school. The implications of such an approach in relation to inclusion are discussed.
immigration, inclusion, peer-mentoring, schools
142-157
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Azaola, Marta
9ac43b18-a969-4877-a1b8-62bb4541da82
1 February 2018
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Azaola, Marta
9ac43b18-a969-4877-a1b8-62bb4541da82
Messiou, Kyriaki and Azaola, Marta
(2018)
A peer-mentoring scheme for immigrant students in English secondary schools: a support mechanism for promoting inclusion?
International Journal of Inclusive Education, 22 (2), .
(doi:10.1080/13603116.2017.1362047).
Abstract
Immigration in Europe has increased rapidly over the last years. As a result, schools are accepting students arriving from other countries at various stages of the school year. This can be a challenging process both for students and for schools. This paper describes the introduction of a peer mentoring scheme to support immigrant students in three English schools, which took part in a European Union funded project that involved five countries. Data from semi-structured interviews with mentors, mentees and facilitators were analysed and highlighted a number of positive impacts, such as getting support from mentors, making new friends and increased confidence both for mentors and mentees. However, it seems that the way that the programme was implemented in the English schools, focused only on the individual students, rather than having an impact on the whole school. The implications of such an approach in relation to inclusion are discussed.
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IJIE_MessiouandAzaola_FinalJuly2017
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Accepted/In Press date: 26 July 2017
e-pub ahead of print date: 31 August 2017
Published date: 1 February 2018
Keywords:
immigration, inclusion, peer-mentoring, schools
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Local EPrints ID: 413669
URI: http://eprints.soton.ac.uk/id/eprint/413669
ISSN: 1360-3116
PURE UUID: 280b37be-dd5b-4b58-ab72-e0624688ef95
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Date deposited: 31 Aug 2017 16:31
Last modified: 16 Mar 2024 05:41
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