Entries by Emily.Buss001@umb.edu

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 […]

New Study Finds Mentoring Cuts “Quiet Quitting” Among Gen Z Graduate Interns

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Siwela, S., & Tebele, C. (2026). A moderated mediation model of mentoring and coaching and quiet quitting behaviour: The mediating role of work engagement and the moderating role of job insecurity. Behavioral Sciences, 16(829). https://doi.org/10.3390/bs16050829 Introduction Quiet quitting describes employees who stay on payroll but withdraw discretionary effort, doing only what a job strictly requires. […]

Exploring how intersectional identities shape the quality and duration of their relationships

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Jones, K. V., Melton, T. N., Anderson, A. J., Keller, T. E., & DuBois, D. L. (2026). Exploring the intersectional identities of youth mentees and their mentors in shaping the quality and duration of their relationships. Youth, 6(3), 88. https://doi.org/10.3390/youth6030088 Introduction Community-based mentoring programs, chief among them Big Brothers Big Sisters (BBBS), have accumulated decades […]