Reasons for premature closure of mentoring relationships: A qualitative study of mentoring youth with a visual impairment.

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Heppe, E. C. M., Kupersmidt, J. B., & Kef, S. (2021). Reasons for premature closure of a mentoring relationship: A qualitative study of mentoring youth with a visual impairment. Journal of Adolescent Research, 39(3), 711–745. https://doi.org/10.1177/07435584211034874

Introduction

Mentoring is widely recognized as a powerful tool for promoting positive youth development, yet many relationships end earlier than planned. Heppe and colleagues (2021) investigated why mentoring relationships prematurely closed in a community-based program serving youth with visual impairments. Premature closure matters because it can undermine benefits and potentially cause harm, such as feelings of rejection. This study extends prior mentoring research by focusing on youth with disabilities and examining whether shared lived experience alters relationship dynamics.

Methods

Using a qualitative design, the authors analyzed data from 44 mentor–mentee matches that ended prematurely. Data sources included detailed program logbooks, closing interviews, and monthly support interviews. Line-by-line thematic coding was guided by prior mentoring research and the World Health Organization’s International Classification of Functioning  framework. Frequencies of themes were calculated, and chi-square analyses compared matches with mentors who did and did not have visual impairments.

Results

Most premature closures were initiated by mentees. Across all matches, the most common reason for closure was deficiencies in mentors’ relationship-building skills. Other frequent reasons included lack of motivation, which was split nearly fifty-fifty between mentees and mentors, and unfulfilled expectations. Matches in which both mentor and mentee that had visual impairments experienced more challenges related to decision-making, learning, and mobility, though reasons for closure were otherwise similar across groups.

Discussion

The findings reinforce that mentoring success hinges on strong relational skills, not good intentions alone. Shared disability did not protect relationships from early ending and, in some cases, introduced additional practical challenges. The study highlights gaps in mentor training, mentee preparation, and family engagement, suggesting that mentoring youth with disabilities requires more intensive, systemic support.

Implications for Mentoring Programs

Mentors can benefit from:

  • Adopting a youth-centered approach grounded in listening and flexibility.
  • Expecting relationship-building to take time and tolerate slow progress.
  • Actively scaffolding communication, decision-making, and problem-solving skills.
  • Collaborating with families and program staff to address accessibility and safety concerns.

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