Formal teacher-pupil mentoring in Irish second-level education: ‘The Blackwater Experience’

Abstract

This study analysed the 2009/10 formal teacher-pupil mentoring scheme at Blackwater Community School (BCS), Lismore, Co. Waterford in the Republic of Ireland. Twenty three teachers voluntarily mentored 220 pupils sitting state examinations as part of the scheme, which was monitored by two mentoring coordinators. Benefits and drawbacks of the scheme are discussed under the topics of quality in the mentoring relationship, organisation and perceived impact of the scheme. It was found that the most beneficial outcome of the scheme was the development of positive relationships between teachers and pupils involved.