This proposed research seeks to investigate the efficacy of pairing current college students with high school special education students to enhance social-emotional well-being during the transition from high school to post-secondary life. The study’s objectives encompass understanding the impact of mentorship on the social-emotional development of high school special education students, exploring the experiences and perspectives of both college mentors and high school mentees, and assessing the overall effectiveness of the program in fostering positive outcomes. The proposed methodology involves a mixed-methods approach, combining qualitative and quantitative data collection techniques. Quantitative data will be gathered through pre- and post-program surveys administered to both college mentors and high school mentees, focusing on measures of social-emotional wellbeing, self-confidence, self-advocacy, and resilience. Qualitative data will be obtained through semi-structured interviews with participants, allowing for in-depth exploration of their experiences, perspectives, and perceived benefits of the mentorship program. Additionally, observational data and program documentation will be collected to provide context and further insights into the implementation and impact of the program.

Author: Crystal Effler Foles

Published in: World Congress on Special Needs Education (WCSNE-2024)

• Date of Conference: 4-6 November 2024
• DOI: 10.20533/WCSNE.2024.0004
• ISBN: 978-1-913572-75-4
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK