Entries by Emily.Buss001@umb.edu

Dissertation Explores Self-advocacy and identity in autistic-to-autistic peer mentoring between secondary and postsecondary students:

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Onwumere, D. D. (2025). Self-advocacy and identity in autistic-to-autistic peer mentoring between secondary and postsecondary students: A mixed-methods study (Doctoral dissertation, New York University). Key Takeaways Onwumere (2025) provided evidence that autistic-to-autistic peer mentoring supports growth in self-advocacy and disability identity during the transition from secondary to postsecondary education. Shared neurotype functions as a relational […]

New Study Highlights What Sustains Mentoring Over Time

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Templeton, N. R., Abdelrahman, N., Kannan, S., Muhayimana, T., Phillips, R., & Elfarargy, H. (2026). Editorial overview: Mentoring as a cursory measure to extend support, motivation, and relational being. Mentoring & Tutoring: Partnership in Learning, 34(1), 1–5. https://doi.org/10.1080/13611267.2026.2618399   In a new editorial, Templeton and colleagues (2026) frame mentoring as something far more than a […]

E-Mentoring: Insights for Building Transformative Learning Online

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Zahed Babolan, A., Moeini Kia, M., Khalegh Khah, A., & Bagheri, Z. (2025). An integrated e-mentoring model: Bridging human skills and technology for transformative learning. Journal of Teacher’s Professional Development, 10(4), 51–71. Key Takeaways Babolan and colleagues (2025) propose an integrated conceptual model of e-mentoring that treats human relationships and technology as interdependent rather than […]

New Systematic Review of Peer Mentoring in Criminal Justice: Why Lived Experience Matters

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Brierley, A., Best, D., McDermott, D., & Woodfield, R. (2025). Peer mentors and desistance: A systematic literature review and synthesis. Criminal Justice and Behavior, 52(7), 1128–1147. https://doi.org/10.1177/00938548241313387 Key Takeaways This systematic review finds consistent evidence that peer mentors with lived experience contribute meaningfully to desistance-related processes, particularly through subjective changes such as hope, identity shift, […]

Peer Programs Boost Inclusion More Than Grades, New Review Finds

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Felső, E., & Fehérvári, A. (2026). Peer power in practice: A systematic literature review of peer programs for inclusive and supportive schools. Education Sciences, 16(1), 154. https://doi.org/10.3390/educsci16010154 Key Takeaways Recent peer programs show clearer and more consistent effects on social relationships and inclusive attitudes than on academic outcomes, based on evidence from fifteen studies published […]

Violence Prevention: How Mentors Foster Safety

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Jones, K., Duckworth, J., Fetters, C., Galoro, B., & Rowhani-Rahbar, A. (2026). Been there, done that, and now I’m giving back: Perspectives from mentors and administrators in community violence intervention programs. Prevention Science. https://doi.org/10.1007/s11121-026-01877-4 Key Takeaways Mentors’ shared histories with firearm violence shapes trust, consistency, and engagement, which participants view as central to violence prevention. […]

New Meta-Analysis Reveals the Central Role of Academic Attitudes in Immigrant Student Success

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Selvitopu, A., & Kaya, M. (2026). Well-being and academic performance among students with an immigrant background: A meta-analysis. Current Psychology, 45, 256. https://doi.org/10.1007/s12144-025-08654-6 Key Takeaways Academic attitude emerges as the central pathway linking well-being and performance, reinforcing the relevance of relational and motivational processes in school settings. Studies relying on self-reported performance yield stronger associations […]

Tony Jack on Equity in Higher Education

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Ames, M. (2025, September 16). A voice for high-needs students: Talking with Tony Jack. LearningWell Magazine. https://learningwellmag.org/article/talking-with-tony-jack In an interview with LearningWell Magazine, Anthony “Tony” Jack, Ph.D., situates his scholarship at the intersection of equity, access, and student wellbeing. Jack’s research examines how elite universities recruit lower-income students yet fail to support them once admitted, […]

Creative Expression as a Protective Factor for Student Loneliness in Higher Education

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Ames, M. (2026, January 6). Colors and connections: Can engaging in art help heal loneliness? LearningWell. Main takeaways Arts-based group activities can meaningfully reduce loneliness by fostering emotional expression and social connection. Emerging evidence suggests creative engagement activates neurobiological pathways linked to bonding and stress reduction. Low-cost, scalable art interventions show promise for campus-wide wellbeing […]

Profiles in Mentoring: Adriana Zuniga-Teran on STEM Mentoring for Minority Student Advancement

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Adriana Zúñiga-Terán is an associate professor in the School of Geography, Development, and Environment, with a joint appointment at the Udall Center for Studies in Public Policy. Her research lies at the intersection of urban planning, sustainability, and environmental governance. As a Hispanic Serving Institution Fellow, she has worked closely with underrepresented youth and developed […]