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Developing a typology of mentoring programmes for young people attending secondary school in the United Kingdom using qualitative methods

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)401-415
Number of pages15
JournalChildren and Youth Services Review
Early online date17 Mar 2018
DateAccepted/In press - 14 Mar 2018
DateE-pub ahead of print - 17 Mar 2018
DatePublished (current) - 1 May 2018


Mentoring programmes are commonplace and delivered in a range of different ways in the United Kingdom and North America. To better understand the type of programmes available and to inform future evaluations, we developed a typology of formal mentoring programmes for young people in secondary schools in the United Kingdom. Telephone interviews with 23 programme managers from purposively sampled mentoring organisations were conducted and analysed using thematic and framework analysis. The typology was consulted on with five experts in mentoring. The final typology differentiates mentoring programmes by three overarching categories: type of mentor (older student, school staff, adult volunteer, paid adult), programme setting (school, community, online) and programme aim. The findings suggest that although mentoring programmes are heterogeneous, it is possible to group programmes into ‘personal and developmental’ and ‘academic and employability’ mentoring programmes and to differentiate between 12 overall mentoring models. The typology helps understand what is being delivered and how, which is a necessary precursor to any evaluation of health, educational, relational and social outcomes.

    Structured keywords

  • DECIPHer

    Research areas

  • Adolescent, Classification, Mentoring program, Qualitative research, Schools, United Kingdom

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  • Full-text PDF (final published version)

    Rights statement: This is the final published version of the article (version of record). It first appeared online via Elsevier at DOI: 10.1016/j.childyouth.2018.03.025. Please refer to any applicable terms of use of the publisher.

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    Licence: CC BY


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