Examine the invitation.
Explain what pupils can explore and contribute. Avoid language that makes attending mentoring sound like a punishment.
Look at access and belonging.
Consider who is included, whose strengths are recognised and how young people describe the programme. A supportive intention should be visible in the experience.
Keep the purpose accountable.
Programme leaders need a clear view of what happens, how concerns are addressed and what progress is reviewed. Culture is part of quality, not an optional extra.
From the ECNM journal
This reading edition adapts our published work. Explore the original articles below.