New Review of “Friends of the Children”: Evidence for Professional Youth Mentoring

Haggerty, K. P., & Eddy, J. M. (2026). A case for professional mentoring. In J. M. Eddy & K. P. Haggerty (Eds.), Handbook of professional youth mentoring. Springer. https://doi.org/10.1007/978-3-032-05580-4_1

Introduction

In the latest chapter of Handbook of Professional Youth Mentoring, Eddy and colleagues (2026) argue that youth facing complex challenges require more than short-term volunteer mentoring. They highlight Friends of the Children as a leading example of professional mentoring, where trained, full-time mentors commit to supporting children from early elementary school through high school graduation. This model demonstrates how consistent, long-term relationships can provide stability, guidance, and advocacy for youth facing significant adversity.

Methods

To build their argument, the authors review decades of mentoring research. They examine randomized controlled trials, meta-analyses, and program evaluations (including studies of Friends of the Children) to analyze how mentoring relationships influence youth development and how professional mentoring differs from traditional volunteer programs.

Results

Studies suggested that mentoring improves academic engagement, socioemotional well-being, and behavioral outcomes for many youth. Research on the Friends of the Children program provides some of the strongest evidence. In a randomized controlled trial following children over five years, youth who received professional mentoring demonstrated significantly fewer behavioral problems and greater positive school behaviors compared to the control group.

However, the authors note that volunteer-based programs often produce only modest effects. Programs that employ trained professional mentors and sustain relationships over many years show stronger results, particularly for youth facing adversity. The evidence also reveals risks when programs lack structure, such as brief mentoring relationships or poorly supervised activities.

Discussion

The authors contend that mentoring works best when programs treat it as a structured developmental intervention rather than an informal supportive relationship. Professional mentors bring training, supervision, and consistent engagement that allow them to respond to complex youth needs.

Implications for Mentoring Programs

Programs should prioritize long-term relationships, rigorous mentor training, and strong supervision systems. Models like Friends of the Children show how professional mentors can combine relational support with intentional developmental goals to better support youth facing adversity.

Read the full chapter here