Abstract

Mentoring is a common form of peer support that may be implemented in various ways. Structures established may differ, as may the purpose and focus of the mentoring process, the participant groups, the administrative location, the duration of the process and the formality with which it is organised and carried out. Student mentors may contribute, to varying degrees, to their mentees’ academic learning, social well-being and familiarity with university, depending upon the nature of the support scheme established and the needs of the individuals concerned. This study examined student mentoring peer support schemes used with first year students in UK universities. Frameworks and practices explicitly introduced by departments and central support services were explored, along with reasons for establishing them. Effective practices employed were elicited from staff practitioners and recommendations are made, for those seeking to establish, or enhance existing, student mentoring schemes.