Since 2015 I have been involved in mentoring programs which are focused on migrating and young population. For this reason, I am interested in life courses and young foreign people. Also, the research that I am developing revolves around this topic and covers the same population group.
Because of my studies and work experience I have been interested in the mentoring impact since I started to be close of this social intervention methodology. Nowadays, I am working with unaccompanied minors or foreign young people that are turning 18 in Spain. When they turn 18, they start an inconsistent route with a lot of challenges to obtain a viable future because of the lack of institutional and social support. We have been following them up for seven months to see the challenges they face, especially regarding with their psychological distress and wellbeing in this stage of their life. Our initial hypothesis was that the more support they have, the better for them in defining, readjusting and retaking their educational and occupational trajectories in the new country. Moreover, we also see how the absence or presence of formal and informal mentoring relationships could have an impact in this critical moment of their life course.
For me, being close of these processes is interesting, but also, I think that the results could have implications for the Administration, practitioners and immigrant organizations in identifying their needs and how to provide effective networks of support, which I think is the most powerful thing. Cooperate on the development of a mentoring apprenticeship community.

I finished my bachelor’s degree studies on Social Work in Universitat Rovira i Virigli at 2016. After that I was studying a master’s degree on Youth and Society which was coordinated by the University of Girona but involved several Catalonian Universities with expertise on youth policies, youth communication or research on becoming adult and life courses.
My first experience on mentoring was as a mentor in a Nightingale program conducted by “Quilòmetre Zero” (a social association which develops this program in Tarragona). After that, I began to work on monitoring mentoring relationships in the same entity during 2016. The next year I was working in the same professional role in a mentoring program with refugee mentees, a program coordinated by the Catalan Government. This program was the first experience in Spain on groups of mentoring.
Nowadays, I am working as a researcher at the University of Girona. My work is focused on developing a common evaluation frame for the Spanish mentoring programs. This research is named Applying Mentoring. Also, I am a PhD candidate in the same university, and I am starting a research that pretends to shed some light about the situation of former unaccompanied minors who are turning 18 and becoming legally adults in Spain. At the same time, I continue giving support like trainer to different social entities that are using mentoring as a social intervention methodology.

In the context of my Ph.D. dissertation, I am interesting in mentoring to work for people with a migration background or origin.

I am a Ph. D. Candidate in Economics at ECARES at the Université libre de Bruxelles.

Twenty years working with same-age secondary schools wishing to abandon their same-age structure; I.E. from poor mental health and wellbeing to good!

Specialist in transitioning schools from same-age organisations to multi-age organisations.
Former Head, author of five books on school systems especially vertical tutoring

Program Manager of the Mentor UP Mentoring Program, inplemented from D.P.S.S. - University of Padova

I have been researching mentoring in Ireland for 15 years and have undertaken a broad range of studies with colleagues. I am co-author of A Guide to Youth Mentoring: Providing effective social support (with Pat Dolan, Jessica Kingsley, 2012) and of Mentoring Young People in Care and Leaving Care: Theory, Research and Practice (with Pat Dolan, Caroline McGregor, Routledge, forthcoming, 2019). I have also published a range of journal articles and book chapters on youth mentoring.

I am a Lecturer at the School of Political Science & Sociology, NUI, Galway in Ireland and a Senior Researcher with the UNESCO Child and Family Research Centre.

Dr Heide Busse worked for the Centre for Public Health at Bristol Medical School (Population Health Sciences), United Kingdom, from 2012 to 2018. Heide joined the Centre for Public Health initially as a research associate in public health from 2012-2014 where she worked on a range of public health projects focussed on children and young people funded by the Centre for the Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer) and the National Institute for Health Research School for Public Health Research (NIHR SPHR). As part of this role, Heide worked on over 20 different research projects mostly concerned with children and young people. One study included a feasibility randomised controlled trial of a local mentoring programme which aimed to imrpove health and wellbeing amongst vulnerable secondary school students.

From 2015-2018, Heide undertook a PhD studentship that investigated the role of mentoring and mentoring programmes in relation to young people’s health, educational and employability outcomes.

Heide is experienced with the following research methodologies: randomised controlled trials (incl. process and cost evaluations), qualitative methods (interviews, focus groups, observations) and systematic review methodology (incl. reviews of reviews and qualitative synthesis).

Heide’s broader research interests include young people’s emotional health and wellbeing, the role of natural and formal mentors in the life of young people, health inequities and developing and evaluation public health interventions.

Heide has a BSc in Psychology from the University of Groningen, Netherlands (2011), an MSc in Health Psychology from the University of Bath, United Kingdom (UK) (2012), and has recently been awarded a PhD in Public Health from the University of Bristol (UK) (2019).

Heide's PhD thesis was entitled "Investigating the role of mentoring and mentoring programmes in improving young people’s health, educational and employability outcomes." Her PhD was funded by the Centre for the Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer), one of five Public Health Research Centres of Excellence in the United Kingdom.

With her background in psychology and public health and experiences in working with young people in various settings (sport, clinical, research), Heide is particularly interested in finding out what works to improve and maintain the health and well-being of children and young people.

I am assistant professor and political scientist at the University of Girona.

Kirsten Christensen is a Ph.D. candidate in Clinical Psychology and National Science Foundation Graduate Research Fellow at the University of Massachusetts Boston

Peter De Cuyper is integration expert and research manager at the Research Institute for Work and Society (HIVA) at the university of Leuven. His main research domains are labour market integration of migrants and migrant integration policies. Currently, he focuses on the impact of labor market policies on immigrant employment, integration policies towards highly skilled newcomers and mentoring schemes for new migrants.

De Meijer, L.A.L. (2018, April). Mentoring Urban Talent. Presentation at Erasmus+ Steering Group Meeting, Riga, Letland.

Meeuwisse, M., De Meijer, L.A.L., Born, M.Ph., Severiens, S.E. (2017). The work-study interface: Similarities and differences between ethnic minority and ethnic majority students. Higher Education, 73, 261-280.

De Meijer, L. (2008). Ethnicity effects in police officer selection: Applicant, assessor, and selection-method factors. Doctoral dissertation, Erasmus University Rotterdam, The Netherlands.

Lonneke de Meijer is a psychologist and educational scientist. She is working as assistant professor at the department of Psychology, Education & Child Studies of Erasmus University Rotterdam in The Netherlands. Her research focuses on school careers, transition, and teacher professionalization, all in the urban diversified context. At the moment, she is scientific leader of a project into mentoring of talented urban youth.

Students from an underprivileged background do face specific forms of socialization due to their experience of social mobility. In this context, we try to understand the construction of their representations regarding their own trajectories and more specifically on what they define as a success in their trajectory. Thanks to qualitative and quantitative longitudinal methods including mentees and mentors, we analyse the effects of the mentoring programme on the construction of these representations and their subjective experience of social mobility.

Allouch, Annabelle, et Hélène Buisson-Fenet. « Diversification des élites et repositionnement organisationnel ». Cahiers de la recherche sur l’éducation et les savoirs, no 7, 2008, 155‑71.
Clemence, Alain, Willem Doise, et Fabio Lorenzi-Cioldi. The Quantitative Analysis of Social Representations. Routledge, 2014.
Jaquet, Chantal. 2014. Les transclasses, ou, La non-reproduction. 1re édition. Paris: Presses universitaires de France.
Negura, Lilian. « L’analyse de contenu dans l’étude des représentations sociales ». SociologieS, 2006, 1-16.
Orange, Sophie. 2013. « L’autre enseignement supérieur: les BTS et la gestion des aspirations scolaires ». Paris: Presses universitaires de France.
Pagis, Julie, et Pasquali, Paul, Observer les mobilités sociales en train de se faire, Observing Social Mobility in the Making. Politix, n°14, 2016, 7–20.
Pasquali, Paul. « Les enfants de l’« ouverture sociale » Agora débats/jeunesses, no 53, 2001, 117‑34.
Truong, Fabien, Jeunesses françaises, Paris : La découverte, 2015

After a Master Degree in Political sciences I work on public projects directed to young people with the French Ministry of Youth (INJEP). Then I completed a PhD in Education from the University of Burgundy in 2017. I worked on creativity as a specific ressource having impacts on educational and professional inequalities. As a researcher on the Mentoring programme set up by the french NGO Article 1, I work on measuring the social mobility of students and the subjective experience of this mobility with a focus on the mentees representations of success. I also work on what really counts in the Mentoring programme settings.

My research title is the Conceptualisation of mentoring within a military context. It is an ethnographical study utilising 5/6 case studies looking at the various formal/informal mentoring set ups across the Royal Air Force.

I am a commissioned officer within the Royal Air Force and am currently studying for a Professional Doctorate in Education at The University of Wolverhampton. My previous qualifications include a MA in Education, PGCE in Mentoring in Education and PGCE in Strategic Leadership.

My research focuses on individual, relational and organizational factors that influence youth mentoring relationships, using quantitative and qualitative methods to enhance the quality and quantity of youth mentoring relationships through evidence-informed practice. I previously worked as a Match Support Specialist at Big Brothers Big Sisters of Massachusetts Bay and served as an AmeriCorps Ambassador of Mentoring at Mass Mentoring Partnership.

My research interests are program development and evaluation targeting at-risk youth and their families. I am particularly interested in interventions that promote positive youth development and resilience among youth via fostering functional family processes and healthy adult-youth relationships. I have been interested in youth mentoring research since my post-doctoral year. I have projects that investigate the role natural mentoring relationships for at-risk youth, examine the impact of peer mentoring for mentors and mentees and their parents as well as cultural variations in youth mentoring. Me and my colleagues have developed a rehabilitation model for youth in probation where probation officers assess and advocate for youth's needs to prevent recidivism. Our model (inspired by youth mentoring practices and evidence based family therapy for juvenile delinquents) is currently running in 21 cities across Turkey.

Gizem Erdem is an Assistant Professor of Psychology at Koç University, İstanbul, Turkey. She is a licensed marriage and family therapist and a clinical supervisor. She obtained her BA degree in Psychology from Boğaziçi University, Turkey and her MS and PhD in Human Development and Family Science (with specialization in Couple and Family Therapy) from the Ohio State University, US. She was a post-doc researcher at University of Illinois at Chicago from January through December 2014 and a visiting scholar at Harvard University in Summer 2017. She was awarded 2013 NCFR Student Award, 2018 NCFR President for a day Award in the US and 2019 Academy of Sciences Young Scientist Award in Turkey for her research with marginalized youth and families. She consults UNODC, Turkish Ministry of Justice, NMRC and UNICEF in evidence-based practices to reduce youth delinquency, crime, and substance abuse.

As part of my third year studies I undertook a research project in conjunction with the MATES Mentoring Program.
The DeckHeads Project: The primary focus of the research is to establish whether an alternate artistic project can create positive life experiences in disengaged youth. To be able achieve, this I requested that each participant design and create their own unique skateboard decks with the themes “what makes me happy now” and “what will make me happy in the future?”. The created artworks were then displayed at The Horsham Regional Art Gallery where an event was held to launch the exhibition of artwork. Participants, teaching staff, parents/guardians, partner organisations and members of the community were invited to the event to showcase the creations. Each artist was awarded with a customised certificate with their name and the name of their skateboard deck in recognition of their contributions in participating in the project. The decks planned to be on display at the Horsham Regional Art Gallery for the week following the launch – this has hence been extended due to interest in the project from the public and the extended availability of the presentation space. Two weeks after the launch of the exhibition, participants were asked to complete a survey based on their experiences throughout the DeckHeads Project – these survey results are what will be analysed to determine if alternate art projects can create positive life experiences in youth.

I currently coordinate the MATES Mentoring Program which provides positive role models who mentor, assist, target, engage and enhance the skills and life experiences of young people. MATES matches young people (mentees) with a volunteer (mentor) from the local community. Mentors and mentees catch up for one hour, once a fortnight for one year. MATES is a great way to volunteer in the community.

My research focus is on mentoring (and coaching) and specifically the management of formal mentoring schemes. I have recently published a report Many things to Many People: Formal Mentoring Schemes and their Management 2019. This is first widescale study of formal mentoring schemes, their organisation and those that operate them. This is based on a mixed methods study of formal mentoring schemes and their management. I have researched and written on mentoring in organisations, mentoring as a socialisation practice and various aspects of IHRM for a range of publications - peer reviewed academic journals (International Journal of Human Resource Management) and practitioner journals (Coaching at Work).

I am a senior lecturer in the International Centre for Coaching & Mentoring Studies (ICCaMs). I lead and teach and supervise on our Doctorate in Coaching & Mentoring, and also teach on our MA in Coaching and Mentoring Practice and the MA/MSc programmes in HRM. I also undertake doctoral research supervision across the Business School. I also support the delivery of our ILM Level 7 in Executive Coaching and Mentoring certificate and organise the Oxford Brookes Coaching & Mentoring Society (OBCaMs) network events across the academic year. I am a member of the core team of the PESE Sustainable Mentoring schemes initiative at Oxford Brookes University and lead the STAMINa Mentoring Network which focuses on sharing best practice across mentoring schemes and offering support to mentoring scheme coordinators. In 2008/9 I founded the Bacchus Mentoring programme and subsequently supported several other University departments (Accountancy, Real Estate and Law) in setting up and running Alumni mentoring schemes.

Leah Glass is a current PhD student in sociology at the Graduate Center, CUNY. Her research examines how racism is manifested in various institutions: non-profits, the education system, and even soccer. Her current work explores how "diversity" discourse and initiatives are experienced by staff at non-profits and reproduce racist structures.

Leah is a critical, mixed-methods researcher. Formally trained in quantitative methods from NYU's Applied Quantitative Research program, she frequently uses ethnography, participant observation, and interviews in conjunction with surveys and other quantitative analyses.

I am interested in exploring the impact of mentoring, both community- and school-based, on the development of non-cognitive sills in adolescents as well as their academic attainment and trajectories into adulthood. I am particularly interested in how mentoring can support marginalized youth, including youth living in contexts of risk and disadvantage, first generation youth, refugee and newcomer populations. My work in the non-profit sector focuses on improving programming through research and evaluation, student-centred approaches, meaningful integration of technology, innovative professional communities of practice, and peer mentorship networks.

Konrad Glogowski holds a Ph.D. degree in Education from the Ontario Institute for Studies in Education of the University of Toronto, with a focus on adolescent literacy and teacher development and a Master of Arts in Teaching from the same institution. His experience in education spans several continents and a variety of teaching, research, and program development roles.

Konrad is currently Director of Research and Evaluation at Pathways to Education Canada, a national charitable organization that strives to provide at-risk youth with the support they need to complete school, achieve their full potential, break the cycle of poverty, and contribute back to their communities. Konrad’s research interests focus on community-based research and adolescent learning and development, with a particular focus on mentoring and student-centred programming for marginalized students.

Grace Gowdy (Ph.D., Boston University), Assistant Professor. Dr. Gowdy's research interests include community and family influence on individual upward mobility, with a particular focus on the adolescent and young adult stages. Her dissertation was on informal mentors and their ability to promote economic upward mobility for low-income youth. Dr. Gowdy currently works on multiple studies examining formal and informal mentoring relationships, all surrounding how caring non-parental adults can influence young people's chances of mobility.