Entries by Mia Lamont

An Umbrella Review of the Effects of Single-Session Interventions for Youth

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Schleider, J. L., Zapata, J. P., Rapoport, A., Wescott, A., Ghosh, A., Kaveladze, B., Szkody, E., & Ahuvia, I. L. (2025). Single-session interventions for mental health problems and service engagement: Umbrella review of systematic reviews and meta-analyses. Annual Review of Clinical Psychology, 21, 279–303. https://doi.org/10.1146/annurev-clinpsy-081423-025033 Introduction Despite a growing global mental health crisis, most individuals […]

Profiles in Mentoring: Reagan Miller-Chagnon on Mentoring Youth Facing Adversity

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Reagan Miller-Chagnon is an Assistant Professor of Clinical Psychology at Colorado State University and director of the Adolescent Health Equity and Development (AHEAD) Lab. Her research focuses on reducing mental health disparities among adolescents exposed to trauma and adversity, with a particular interest in how contemplative practices like mindfulness can promote health equity. We recently […]

The Gap Between What Colleges Offer and What Students Actually Need: Insights from AACRAO 2026

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The Center for Evidence-Based Mentoring at UMass Boston was proud to attend the AACRAO 111th Annual Meeting in New Orleans this April, where Assistant Director Mia Lamont presented findings from their mixed-methods study, “The Transition to College: Understanding Challenges Through a Student-Centered Lens.” The study asked a simple but underutilized question: instead of having students […]

Why Some Mentoring Programs Scale Nationally While Others Stay Small: A Cross-Cultural Study of Two School-Based Mentoring Programs

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Bufali, M. V., Calò, F., Morton, A., & Connelly, G. (2026). Scaling social innovation: A cross-cultural comparative study of school-based mentoring interventions. Journal of Social Entrepreneurship, 17(1), 1–27. https://doi.org/10.1080/19420676.2023.2213715 Introduction School-based mentoring (SBM) programs are widely recognized tools for addressing educational inequality and youth disengagement, yet little research has examined why some programs scale successfully […]

Mentoring Children Exposed to Adversity: What Does the Evidence Say?

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Manoni-Millar, S., Hopley, A., Labelle, P., Pereira, C. A., Plamondon, A., Larose, S., Craig, S., Ames, M., Vitoroulis, I., Pepler, D., & Racine, N. (2026). Individual community-based mentoring programs for children and youth exposed to adversity: A scoping review. Children and Youth Services Review, 183, 108808. https://doi.org/10.1016/j.childyouth.2026.108808 Introduction Childhood adversity, defined as early exposures to […]

What Workplace Coaching Gets Right That Universities Are Missing: Insights for Higher Ed Mentoring

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Rajasinghe, D., & Fadipe, T. (2026). Reframing course tutoring through coaching and mentoring: Implications for learner development in higher education. Human Resource Development International. https://doi.org/10.1080/13678868.2026.2633994 Introduction University students today navigate intersecting academic, financial, and social pressures that traditional classroom instruction is poorly equipped to address. Rajasinghe and Fadipe (2026) argue that personal tutoring in UK […]

Profiles in Mentoring: Dr. Katie Shillington on the importance of empathy in undergraduate mentoring programs.

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Katie Shillington, PhD, is an Assistant Professor in the Department of Psychology at Wilfrid Laurier University, where her research examines resilience-promoting behaviours such as kindness, compassion, and self-affirmation as pathways to positive mental health. Using a strengths-based approach, Dr. Shillington focuses on how positive activity interventions can advance the mental health and wellbeing of equity-deserving […]

What Are Students’ Biggest Challenges? Center Research Heads to AACRAO

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The Center for Evidence Based Mentoring is excited to announce that Assistant Director Mia Lamont will be presenting at the 111th AACRAO Annual Meeting in New Orleans, Louisiana this April. The session, “The Transition to College: Understanding Challenges Through a Student-Centered Lens,” draws on findings from a mixed-methods study examining the challenges first- and second-year […]

Boys Are Falling Behind — But Is It a Crisis?

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Pearson, H. (2025). Are boys really in crisis? What the science says in the age of the manosphere. Nature. https://doi.org/10.1038/d41586-025-00705-5 Pearson (2025) synthesizes global evidence on whether boys and young men constitute a population in crisis. Drawing on data from the UNESCO (2022) education analysis, the Global Burden of Disease study, and Equimundo and Pew […]