New Study Examines Emotion Coaching as a Tool in Effective Mentoring
Lindsey M. Weiler, Haoran Zhou, Jennifer L. Krafchick, Toni S. Zimmerman, Shelley A. Haddock, Sophia Frank, Briana Joseph, Koren Mickelson, A Mixed-Method Exploration of an emotion coaching approach within youth mentoring, Children and Youth Services Review, Volume 171, 2025, 108200, ISSN 0190-7409
Introduction
In response to the growing need for mentoring strategies that promote youth emotional well-being, Weiler and colleagues (2025) conducted a mixed-method study exploring the feasibility, acceptability, and effectiveness of emotion coaching within a structured youth mentoring program. Their study extends the established framework of emotion coaching, an approach to supporting youth emotional regulation which involves recognizing and validating emotions, labeling emotional experiences, and collaboratively developing problem-solving strategies.
Methodology
The study involved 88 adult mentors participating in a 12-week site-based youth mentoring program. Mentors and university students receiving course credit were paired with 11-to-18-year-old mentees and trained in emotion coaching before and during the program.
The training consisted of an initial 1-hour and 40-minute session, followed by weekly 5- to 30-minute training sessions. Training methods included PowerPoint presentations, videos, role-plays, and guided discussions, facilitated by licensed mental health professionals.
To assess the effectiveness of the training, researchers collected pre- and post-program survey data measuring mentor self-efficacy, emotion coaching tendencies, and mentoring relationship quality.
Results
Quantitative findings demonstrated that mentors rated emotion coaching as highly feasible, acceptable, appropriate, and effective. Statistically significant increases in mentor self-efficacy and emotion coaching tendencies were observed, alongside a reduction in emotion dismissing behaviors. Mentors’ emotion coaching was positively correlated with mentoring relationship quality, while emotion dismissing was negatively associated with relationship quality.
Mentors reported increased confidence in their ability to support mentees’ emotional needs. Challenges included difficulty implementing emotion coaching in group settings, resistance from older mentees, and initial discomfort in applying emotion coaching techniques.
Key Takeaways for Mentoring Programs
- Training Enhancements: Mentors requested more experiential learning opportunities, including role-plays and individualized feedback. Future training should emphasize flexible application rather than rigid adherence to scripted techniques.
- Ongoing Support: Access to clinical staff and experienced mentors for real-time guidance and debriefing sessions proved beneficial.
- Consideration of Mentor Emotional Regulation: Mentors with higher emotion dysregulation exhibited greater emotion dismissing tendencies. Programs should consider integrating emotion regulation training for mentors.
- Youth-Centered Evaluation: While mentors reported positive changes in mentees, future research should incorporate direct youth feedback and assess long-term outcomes.
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