Entries by Emily.Buss001@umb.edu

New Findings Link Brief Self-Hypnosis Training to Lower Anxiety Among Thesis Writers

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Luqmanasari, E., & Darmayanti, R. (2026). Modified self-hypnosis mentoring to reduce thesis-related anxiety among final-year students. Journal of Community Engagement in Health, 9(2), 376–382. https://doi.org/10.30994/jceh.v9i2.843 Introduction For many undergraduates, the thesis is the most stressful stretch of their degree. It demands independence, time management, and critical thinking that regular coursework rarely requires. The authors list […]

“I Might Bother My Mentor”: New Study Shows Why Peer Mentoring Needs Structure, Not Just Goodwill

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Surti, A., Arain, F., Akbar, R., & Rehman, R. (2026). Learning from each other: A qualitative exploration of students’ experience in peer mentoring. Pakistan Journal of Medical Sciences, 42(10), 2776–2781. https://doi.org/10.12669/pjms.42.10.14862 Introduction Aga Khan University’s MPhil in Biological and Biomedical Sciences admits students from medicine, dentistry, pharmacy, veterinary medicine, and many science degrees. It spends […]

How Multi-Intervention Outreach Helped First-Generation Students Get to University—and Stay There

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Fletcher, L., & Wong, B. (2026). ‘Experience matters’: A case study of student reflections from taking part in a pre-university outreach and mentoring programme. *Perspectives: Policy and Practice in Higher Education*. https://doi.org/10.1080/13603108.2026.2734823 Introduction Fletcher and Wong (2026) tackle a persistent problem in UK higher education: getting underrepresented students not just into university, but through it. […]

MentorPRO Featured in Axim Collaborative’s 2026 Impact Report

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MentorPRO is featured in Axim Collaborative’s 2026 Impact Report for its partnership with the University of Massachusetts Boston on AI-enhanced peer mentoring. The platform takes a “human-at-the-helm” approach, using AI to strengthen human relationships rather than replace them. It gives trained peer mentors real-time information to better support their mentees. MentorPRO currently supports more than […]

New Study Maps Where Mentoring, Leadership, and Social Responsibility Research Converge

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Rojas Valdez, K., Ramírez Lozano, J. P., & Del Rosario, C. M. (2026). Contribution of research on mentoring, leadership and social responsibility: A bibliometric and visualization analysis. Mentoring & Tutoring: Partnership in Learning. https://doi.org/10.1080/13611267.2026.2723010 Introduction Rojas Valdez and colleagues (2026) open with an observation familiar to anyone working across these literatures: mentoring, leadership, and social […]

New Findings on the Struggles and Rewards of Youth Mentoring

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Wong, J. S., Neilsen, K., & Nielsen, J. (2026). Examining volunteer experiences in an after-school mentoring program for youth. Mentoring & Tutoring: Partnership in Learning. https://doi.org/10.1080/13611267.2026.2703772 Introduction Most evaluations of youth mentoring programs measure outcomes for the young people served, leaving a gap in understanding how the experience affects the adults who volunteer. Wong and […]

UAE’s New Online Mentoring Program Offers a Blueprint for Global Gifted Education

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Elhoweris, H., Mohamed, A., Garces-Bacsal, R. M., & Opoku, M. (2026). Online mentoring and creative problem solving for academically talented high-school students. Education Sciences, 16(8), 1153. https://doi.org/10.3390/educsci16071153 Introduction As the UAE pushes to build a STEAM-ready workforce, its Ministry of Education and partner organizations have poured resources into identifying and nurturing gifted students — nearly […]

New Research Shows Project-Based Mentoring Boosts Science Confidence in Special Education

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Maryani, I., Wahidah, W., & Shaafi, N. F. (2026). Project-based individual mentoring for scientific literacy in children with intellectual disabilities: A single-subject research (SSR) study. International Journal of Education and Learning, 8(1), 41–51. https://doi.org/10.31763/ijele.v8i1.1822 Introduction Children with intellectual disabilities often struggle to grasp abstract concepts, a barrier that shows up particularly in science education. Maryani […]

New Study: “Dog Mentors” Show Promise Supporting Autistic Students in UK Schools

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Dimolareva, M., Doolan-Dransfield, E., Duckworth, J., Brelsford, V. L., Meints, K., & Gee, N. R. (2026). Pawsitive impact: Measuring the Dog Mentor’s effect in neurodivergent students. Behavioral Sciences, 16(3), 323. https://doi.org/10.3390/bs16030323 Introduction Dimolareva et al. (2026) examine a UK-based program called The Dog Mentor, which trains dog handlers and assesses school dogs for integration into […]