Entries by Emily.Buss001@umb.edu

What we bring to the table: New study explores how relationships are shaped by both mentors and mentees

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Cory, M., Rice, J., Chavis, C., Carter, J., Sanchez, B., Michel, R., DuBois, D. L., Chen, E., & Grant, K. (2025). What we bring to the table: An examination of the developing relationship between youth mentees and their college mentors. Journal of Community Psychology, 53(8), e70044. https://doi.org/10.1002/jcop.70044 Introduction Youth mentoring research has focused overwhelmingly on […]

Study Highlights Five Ways Mentors Shape Teen Autonomy

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Davis, A. L., & McQuillin, S. D. (2022). Supporting autonomy in youth mentoring relationships. Journal of Community Psychology, 50(1), 329–347. https://doi.org/10.1002/jcop.22567 Introduction Adolescence brings a drastic increase in decision-making power, and how young people exercise that power carries real consequences for their long-term wellbeing. Davis and McQuillin (2022) note that while the developmental importance of […]

First-Generation and Parenting Students Persist at Higher Rates When Colleges Address Root Causes of Insecurity

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Lumpkin, L. (2026, June 18). How 3 colleges are meeting students’ basic needs. Inside Higher Ed. https://www.insidehighered.com/news/student-success/health-wellness/2026/06/18/how-3-colleges-are-meeting-students-basic-needs Introduction Basic needs insecurity continues to challenge college students nationally, and institutions are responding by expanding efforts to connect students with resources that support well-being and persistence. The Inside Higher Ed piece published June 18, 2026, highlights the […]

Homelessness Among LGBTQ+ Adults Is Often Invisible—Mentors Need to Know the Signs

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Aguilar, P. (2026, June 1). Resources for LGBTQ+ individuals grappling with homelessness. Innerbody Research. https://www.innerbody.com/resources-for-lgbtq-homelessness Introduction LGBTQ+ individuals face a higher risk of homelessness than the general population, with family rejection, discrimination, mental health struggles, unsafe living environments, and barriers to stable housing all contributing to that risk. This resource guide from Innerbody Research, updated […]

Belonging Isn’t Enough: New Findings Show Students Need to Feel They Truly Matter

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Ezarik, M. (2026, June 18). Beyond belonging: Do students feel they matter on campus? Inside Higher Ed. https://www.insidehighered.com/news/student-success/college-experience/2026/06/18/beyond-belonging-do-students-feel-they-matter Introduction Most of us working in student success have spent years talking about belonging—whether students feel like they fit. But a June 2026 Inside Higher Ed Student Voice flash survey pushes that conversation further, asking whether students […]

Profiles in Mentoring: Dr. Maureen Vandermaas-Peeler on a Multiple Mentor Model

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Maureen Vandermaas-Peeler is professor of psychology at Elon University, where her research explores the intersections between informal learning and play in early childhood, adult guidance of children’s inquiry and discovery, and the sociocultural and global contexts that shape how people learn and mentor one another. She has directed Elon’s Honors Program, co-led a national seminar […]

New Findings Show Belonging Boosts Mental Health More Than Grades

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van Kessel, G., Ryan, C., Paras, L., Johnson, N., Zarif, R. Z., & Stallman, H. M. (2025). Relationship between university belonging and student outcomes: A systematic review and meta-analysis. The Australian Educational Researcher, 52, 2511–2534. https://doi.org/10.1007/s13384-025-00822-8 Introduction University life brings academic demands on top of the ordinary stresses of daily living, and researchers have documented […]

Gifted Students Report High Satisfaction With University Mentoring—and the Reasons Why Matter

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Martínez-Izaguirre, M., Peña-San José, J., & Álvarez-González, A. (2026). A preliminary study of satisfaction with university mentoring in high-intellectual-ability secondary students: Instrument validation and association with key learning processes. Education Sciences, 16(6), 817. https://doi.org/10.3390/educsci16060817 Introduction Students with high intellectual abilities (HIA) are often underchallenged in traditional classroom settings, and specialized academic support for this population […]

New Study Identifies Three Culturally Responsive Practices That Define Effective STEM Mentors

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Sánchez, B., Sanford-Dolly, C., Chung, H., Garcia-Murrillo, Y., Thursby Bourke, K., Jarvis, N., Arsenault, A., & Kennedy, M. (2026). Culturally responsive practices in a science mentoring program serving racially minoritized youth. Youth, 6, 66. https://doi.org/10.3390/youth6020066 Introduction Black and Latinx students remain significantly underrepresented in STEM, earning fewer degrees than their share of the broader workforce […]

Mental Health Ambassadors: New Findings Show Youth-Led Training Builds Confidence and Community Readiness

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Pothen, E., Herath Mudiyanselage, C., Joseph, B., Nakanishi, C., & Weiler, L. M. (2026). Mental health ambassadors: A model for supporting youth mental health within mentoring programs. Youth, 6, 80. https://doi.org/10.3390/youth6020080 Introduction Youth mental health has reached crisis levels in the United States, with emergency department visits for mental health concerns among young people rising […]