At Every Child Needs a Mentor, we often hear a central question from educators and parents alike: Can mentoring actually improve behaviour at school? It’s a fair question. While we often talk about academic gains and emotional well-being, the impact on conduct is a critical piece of the puzzle. The answer, according to a growing body of research, is a nuanced yes. The science reveals that mentoring can be a powerful tool for improving behaviour and reducing misconduct, but it’s not a guarantee. The outcome hinges on one critical factor: the quality of the relationship itself.
The Evidence for Behavioural Improvement
The research landscape shows a cautiously optimistic picture. A comprehensive systematic review of school-based mentoring (SBM) programs identified four primary outcome domains, one of which is substance use and behavioral conduct. This domain specifically tracks outcomes like delinquency, aggression, and substance use, confirming that behavioral improvement is a recognized and measurable goal of mentoring.
One of the most powerful pieces of evidence comes from a recent randomized controlled trial of the YMCA’s Reach & Rise program, a mentoring model grounded in cognitive behavioral therapy. The study found that youth participating in the program were nearly twice as likely to stay out of trouble, with delinquency rates dropping from 15% in the control group to just 8% in the mentoring group. Substance use also saw a significant decrease, from 43% to 28%. This suggests that mentoring, particularly when combined with a therapeutic framework, can directly influence a young person’s choices and conduct.
This finding is reinforced by a large-scale study of Big Brothers Big Sisters’ community-based mentoring. The program was found to significantly lower rates of violence-related delinquent behavior and recurring substance use among participants. While community-based and school-based programs differ in setting, these results point to the broader potential of mentoring relationships to steer youth away from problem behaviors.
Furthermore, research suggests that mentoring can have a preventive effect. A study examining the role of mentors in developing students’ disciplinary attitudes found that mentors act as role models, guides, and supervisors, actively shaping positive behavior through consistent example and support.
The “Quality” Caveat: A Critical Warning
This is where the story gets more complex, and where our work at ECNM becomes so vital. The research issues a strong warning: poorly implemented mentoring or low-quality relationships can be ineffective, or even harmful.
A reanalysis of a large randomized controlled trial of school-based mentoring found that while average effect sizes were near zero, the quality of the mentor-mentee relationship was a decisive factor. The study discovered that low relationship quality was associated with harmful effects, particularly on misconduct. In other words, a bad match or a disengaged mentor could actually make behavioral problems worse. Conversely, the study showed that as relationship quality improved, so did the positive effects on behaviour. The benefits, however, were noted to be small for some outcomes, suggesting that a good relationship might be a necessary but not always sufficient condition for major behavioral change.
This is echoed in a systematic review which noted that a small number of studies have documented potential iatrogenic effects, meaning that poorly implemented programs can actually harm students. The review concluded that implementation quality was the most consistent predictor of a program’s success or failure.
Who Benefits Most? The Role of Risk
One of the most encouraging findings is that mentoring seems to be particularly effective for youth who need it most. A study published in 2025 found that youth with greater individual risk factors (like behavioral or academic challenges) experienced the greatest reductions in delinquency and emotional problems when participating in a mentoring program. This suggests that targeted mentoring for high-risk youth can be a powerful intervention, serving as a counterbalance to the challenges they face.
However, there’s a catch. The same study notes that while these high-risk youth can benefit significantly, they are also more likely to experience lower-quality relationships and drop out of programs if they aren’t well-supported. This reinforces the idea that effective mentoring for behaviourally challenged youth requires well-trained mentors, strong program structure, and consistent support.
Conclusion: Connection is the Key
So, can mentoring improve behaviour at school? Yes, it can. The science shows that mentoring has the potential to reduce delinquency, misconduct, and substance use while promoting pro-social behavior. However, the research is clear: the power lies in the relationship.
A trusting, supportive, and consistent connection with a caring adult is what allows a young person to learn new ways of being. This positive modeling—what experts call “prosocial interaction”—can then be generalized to other relationships, like those with teachers and parents, leading to higher levels of overall functioning. As one review stated, the development of strong, close relationships lies at the heart of successful mentoring matches.
At Every Child Needs a Mentor, we understand that a child’s behaviour is often a communication of their needs. Mentoring provides a safe space to meet those needs through connection, guidance, and example. It’s not a quick fix, but a long-term investment in a young person’s character and future. The research confirms that when we prioritize relationship quality and program integrity, we are not just helping a child get better grades—we are helping them become a better version of themselves.
