Introduction
Mentoring and befriending programmes support children and young people to build safe, supportive relationships with trusted adults to help them overcome adversity and trauma, and thrive. In the UK, mentoring and befriending describes a broad range of practices and interventions which use reciprocal, purposeful and non-judgemental relationships to guide and support individuals (befriending) to improve their wellbeing, develop skills, and achieve personal outcomes and goals (mentoring). Children and young people identify a variety of perceived positive benefits from participating in these programmes, including: gaining practical knowledge and receiving emotional support as they transition to adulthood; increasing their confidence and self-esteem; and being introduced to new environments and activities.
This Practice Guide has been produced to help senior leaders, in local authorities and third sector organisations, to commission and expand the availability of evidence-based mentoring and befriending programmes that have been found to improve outcomes for children and young people. It is based on findings from a systematic review, which brings together the evidence on different types of mentoring and befriending support for care-experienced children and young people and those at risk of entering care.
Providing mentoring and befriending support to children and young people at risk of entering care is not a statutory requirement for local authorities but this Practice Guide can support local authorities to fulfil their statutory responsibilities towards children in care and care leavers. This includes the duty to appoint an Independent Visitor to a looked after a child – when this is in the child’s best interest – and offer all care leavers a Personal Advisor until they are 25.
In this Guide, we use the term ‘mentoring and befriending’ to recognise the overlapping definitions of the two approaches. However, within the underpinning body of evidence, the term ‘mentoring’ is more commonly used alone to describe the programmes recommended in this Guide. Where this is the case, we have followed the terminology used in the evidence.
This Practice Guide relates predominantly to Outcome 4 of the Children’s Social Care National Framework: children in care and care leavers have stable, loving homes. It is also relevant to Outcome 2: children and young people are supported by their family network; and Outcome 3: children and young people are safe in and outside of their homes.
The children and young people in scope for this Practice Guide
This Practice Guide recommends mentoring and befriending interventions and practices that are proven to be effective in improving outcomes for children and young people aged up to 25 years old who are care-experienced, considered at risk of being placed in care, or at-risk of poor developmental outcomes. Throughout the Guide, wherever we refer to children and young people, it is this population group that we are talking about, and not all children and young people.
In this Guide, children and young people “at risk of being placed in care” or “at risk of poor developmental outcomes” refer to those with exposure to adverse or traumatic family environments which may feature, for example, abuse, neglect, parental substance abuse, parental imprisonment, family violence, housing instability, and parental mental illness. “Young people” refers to people aged 18 to 25 years old, and “children” refers to those under the age of 18 years old, unless otherwise stated.
We would like to acknowledge the invaluable input of our Mentoring and Befriending Advisers who worked closely alongside our Guidance Writing Advisory Group to develop this Practice Guide: Caleb Jackson, Youth Endowment Fund; Chloe Grant, Become; Darren Sharpe, University of East London; Kar-Man Au; Gary Thomas, NYAS; Helen Smith, Hillingdon Council; Princess Bestman, Arts & Wellbeing Practitioner; Sam Anker, The National House Project.
We would also like to thank the team from Liverpool John Moores University for their work on the systematic review that underpins this Mentoring and Befriending Practice Guide.
Equality, diversity, inclusion & equity (EDIE)
As part of Foundations’ commitment to promoting equality, diversity, inclusion and equity in the work we do, our systematic review examined the effectiveness of programmes and practices for different populations of children and young people. Our review also assessed the experiences and views of different populations of children and young people and their parents/carers regarding the usefulness of mentoring and befriending programmes.
We included evidence on different populations of children and young people. The evidence explored factors that may impact access to mentoring and befriending programmes and outcomes, including where a child or young person lives, their race/ethnicity/culture/language, the occupation of their parents/carers, their gender and sex, religion, social capital, family’s socio-economic position, age, disability, and sexual orientation.
Our systematic review found that most of the studies evaluating the impact of mentoring and befriending programmes involved children and young people aged between 10 and 22 years old, and equal numbers of males and females. The evidence also shows that for most studies that reported race/ethnicity information, most of the children and young people involved in mentoring and befriending programmes were from a White background. Other ethnicities reported include Hispanic, African American, Black, Native American, Multi-ethnicity, and Asian or Pacific Islander. While these ethnicities do not reflect the variety of ethnicities in the UK, we recognise that there are both similarities and differences with the experiences of children and young people in the UK, which may be influenced by factors such as community support systems, cultural backgrounds, and socio-economic status.
There was limited evidence of studies which have reported on population characteristics such as religion and sexual orientation. Further information about the population characteristics of the evidence reported in this Practice Guide can be found in Appendix E of the systematic review.
There are studies which have explored the effectiveness of mentoring and befriending programmes for particular groups of children and young people. The different characteristics of children and young people explored included gender, race/ethnicity, disability, and children’s social care involvement. One study explored differences in effectiveness of the Fostering Healthy Futures for Pre-Teens (FHF-PT) programme across different characteristics of gender and race/ethnicity (further information about this programme can be found in recommendation 1). It found no differences in effectiveness of the FHF-PT programme for race/ethnicity but there were differential effects by gender, with the programme showing greater effectiveness when delivered to males than females.
The evidence shows no differences in effectiveness of the TAKE CHARGE/My Life programme for children and young people with a disability (for example, those with special education needs) and those without a disability (see recommendation 5 for further information about this programme).
There is evidence of differences in effectiveness of the FHF-PT programme according to children’s social care involvement, specifically looking at the level of placement stability. The evidence shows effectiveness of the FHF-PT in improving self-determination and self-efficacy outcomes among young people with placement stability. For those with up to three transitions (placement moves) between caregivers, the FHF-PT programme shows improvement in terms of quality of life and post-traumatic symptoms. The FHF-PT programme also shows a greater impact on quality of life among children and young people with lower relationship quality with birth parents.
Overall, the evidence shows that a range of factors in a child or young person’s background (for example, race/ethnicity, gender, age, socio-economic position) can impact on programme effectiveness. Therefore, there is a need for a more rigorous and systematic consideration of these factors in the design and delivery of mentoring and befriending programmes.
The qualitative evidence shows that matching young people to mentors with similar characteristics, including gender, ethnicity, family background, interests and aspirations led to increased engagement. In particular, the evidence shows that some young people from minoritised ethnic backgrounds identified having a mentor of a different ethnicity as a barrier to engagement. Young people described finding it harder to relate to someone from a different ethnic background and felt that people from their culture understood them better, genuinely cared for them, and could link them to their community. Further information can be found in key principle 5.
Key Principles
Key principles help to ensure that accessible, acceptable mentoring and befriending interventions can be effectively implemented. They draw out evidence on the views, experiences, and preferences of children and young people in the UK and internationally on how to engage and work with them. They also cover evidence on effective design and implementation of mentoring and befriending interventions.
Effective collaboration and communication amongst partners can improve the mentoring relationship. When mentoring programmes focus on building and maintaining relationships between agencies, this can allow the mentor to integrate into their mentee’s wider support system. This could include, for example, mentors being supported to communicate effectively with their mentee’s school, residential centre, or family. Mentors themselves can also act as a positive link for the mentee to access other services when there is good communication.
Senior leaders should ensure that practice supervisors across all relevant agencies stay informed about the local mentoring and befriending offer. This may include, for example, Independent Visitor services, youth work services or services delivered by voluntary and community sector organisations. Practice supervisors should have an understanding of local services and actively share this knowledge with practitioners. This includes raising awareness across relevant agencies about the benefits of mentoring and befriending programmes for children and young people to keep practitioners informed and engaged with mentoring programmes, and encouraging their integration into practice and support services. This could include, for example, regularly updating the workforce as part of the multi-agency strategy or the promotion of mentoring and befriending in the local care leaver offer. Increasing awareness of mentoring and befriending support within young people’s wider personal networks can improve uptake of mentoring programmes. It can help increase a young person’s awareness and acceptance of this support and reduce stigma.
Mentors report that they value mentoring programmes that have good leadership. Mentoring programmes and one-to-one mentoring relationships are more successful when they are supported by senior leaders or delivery organisations in local areas who value the programme, work effectively with other agencies (such as local authorities, health, the police and education) and provide supervision and training – see key principle 6 below for further guidance. Consistent, committed leadership and clear alignment between programme aims and wider organisational priorities are needed to successfully implement mentoring and befriending programmes.
Young people value mentoring programmes because they provide a unique and important form of support, and they identify a variety of positive outcomes linked to the relationship with their mentor. These close relationships work best when they are flexible, responding to the specific needs of the child or young person. This includes children and young people with complex needs, such as those with experiences of trauma, behaviours that challenge, attachment difficulties, development or learning disabilities, and experiences of adversity. Senior leaders should focus on supporting young people who have the most difficulties forming positive relationships, as they could benefit the most from mentoring.
Practice supervisors should consider the specific needs of the child or young person, paying particular attention to the potential barriers they may experience when forming a positive connection with their mentor – see key principle 6 for guidance on how training and supervision can enhance the efficacy of mentor-mentee relationship. Children and young people may require support to improve their socio-emotional skills to help them to engage with mentoring. For example, support to develop resilience, communication skills or to regulate emotions. Young people should be encouraged to take advantage of such services or opportunities to develop these skills to help sustain meaningful mentor-mentee relationships. Recommendation 1 below contains further information about an evidence-based programme that combines one-to-one mentoring with skills workshops.
Mentoring sessions led by children and young people’s interests, preferences and goals facilitate engagement. Allowing children and young people to lead sessions, including when and where they take place and what activities are planned, can be a significant driving factor in improving their engagement. It can increase children and young people’s confidence in themselves, giving them the opportunity to exercise authority and intention, as well as increasing their confidence that the mentoring programme can meet their needs. Children and young people should be supported by practitioners and their parents/carers, for example, to recognise the benefits of mentor–mentee relationships as this can help them approach the relationship with an open mind. Children and young people should be supported to set and reach their own goals to enable them to work towards achieving the outcomes of the mentoring programme.
Relationships can also benefit from flexible contact via phone calls or messages outside of allocated sessions. Children and young people valued a hybrid approach to the relationship, utilising smartphone technology to allow regular access to mentors and service providers. The use of smartphone technology allows young people to choose when and who they want to engage with. However, demands on mentors’ time should be carefully managed and agreements made between mentors, mentees and the delivery organisation about the level of contact outside of mentoring sessions.
Children and young people perceive mentoring and befriending relationships to be most beneficial when the mentor can commit significant time and energy to form a long-term, close and trusting relationship with their mentee – see key principle 6 below for further guidance on how to support mentors to sustain mentee relationships. Many young people wished to continue the relationship ‘informally’ beyond the length of the programme. Young people preferred mentors who can commit to the mentoring relationship indefinitely and could be contacted at any point in the future should their advice be needed.
When giving young people autonomy over the relationship with their mentor, it is important to strike the right balance between protecting the confidentiality of the mentor–mentee relationship and managing any safeguarding concerns. This includes keeping parents and carers informed about details such as where the child is. It may be beneficial to work with parents/carers to increase their understanding of the role of the mentor in their child or young person’s life, to help them support the relationship. Working with parents and carers was an issue raised by our expert advisory group and is not from the systematic review.
Mentoring programmes can help young people struggling with isolation, feelings of rejection, and a lack of community and emotional support. Young people leaving care or who are not cared for in a fostering placement, such as those living in a residential home, semi-independent accommodation, high-needs placement, or secure children’s home, are more likely to face these challenges and so may particularly benefit from a mentoring relationship. Services should proactively engage in outreach with these young people to ensure they can access this form of support, for example, through Personal Advisors or the Staying Close model.
Mentoring programmes can also help young people develop valuable skills as they transition to adulthood. Some young people report valuing the practical support their mentor was able to provide, including help to access employment and education, learn to live independently, and manage finances.
While services should target mentoring programmes at care-experienced young people as they reach adulthood and transition to independent living, mentoring support should be offered to young people in care at a younger age. Young people and mentors report that developing a relationship over a long period of time demonstrates the mentor’s personal commitment to the young person, and helps build trust, closeness, and the young person’s confidence. The evidence suggests that young people who have experienced loss and rejection in their previous relationships with adults may find it harder to establish a close relationship with a mentor. Some mentors also reported finding it easier to establish a trusting relationship before the young person has developed a greater desire for autonomy and independence. Effective support for young people may therefore involve engagement in mentoring programmes earlier on in their childhood and adolescence to allow time for a close and supportive relationship to develop with a mentor.
Children and young people appreciated their personal attributes (e.g. ethnicity, gender), career aspirations and stage of development being taken into account when being matched with a mentor. They also appreciated the consideration of cultural similarities, interests and experiences – including care experience. Young people felt that consideration of these factors led to more trusting and mutually meaningful relationships with their mentors. Some parents, children, and young people from minoritised ethnic backgrounds report a preference for mentors from a similar ethnic background as this was perceived to reduce stigma, discrimination, and facilitate the mentee’s engagement with, and trust in, a mentor.
Children and young people appreciated programmes which allowed them to have a say in choosing their mentor – see key principle 3 above for further guidance on supporting young people to have autonomy. This could be done through:
- Providing an opportunity to meet potential mentors
- Providing young people with coaching and support to choose an appropriate mentor
- Giving young people a say over what information is shared with potential mentors; or
- Using natural mentor programmes, where young people choose someone in their existing network to become their mentor, following the relevant safeguarding checks – see key principle 7 below for further information.
The evidence shows that young people value mentors who share things about their own lives, including similar experiences or issues they have faced. This was found to support the development of a two-way relationship, helped to establish trust, and allowed some mentees to benefit from the experience of a more equal and mature relationship with a trusted adult.
Mentors report that they value mentoring programmes which offer support through regular training and supervision. Senior leaders should ensure that organisations providing mentoring and befriending programmes give mentors the right support, knowledge and expertise to meet the needs of the mentee.
Training may be formal or informal and could be delivered alongside other programmes or wider workforce training. Training durations for specific evidence-based programmes are available in the recommendations section. Training for mentors should include:
- Educational content on trauma-informed approaches, child development and Mental Health First Aid
- Content to develop skills such as setting boundaries, building trust, and assertive communication appropriate to the age of the child or young person the mentor is working with
- Practical guidance on the required commitment and expectations for the mentoring and befriending role.
Supervision should include regular check-ins with a mentor coordinator and peer support. More intensive training and supervision is likely to be required to support peer mentoring.
Supervisors in mentoring delivery organisations must support mentors to consider any potential barriers to their commitment and ensure mentors and mentees establish clear emotional and communication boundaries from the start. The development of trusting relationships requires a significant commitment from the mentor, whether the mentor is paid, a volunteer, or the relationship has developed organically (natural mentoring). They need to be willing to dedicate time and energy over a reasonably long period to offer a young person the necessary stable and committed relationship.
Programmes must plan to support the child or young person in the event of a premature or unplanned ending to the mentoring relationship to mitigate any negative impact for the child or young person. Mentors should be supported through supervision to plan for a potential premature ending of the relationship. This is to ensure endings are well managed and avoid the child or young person feeling abandoned. This should involve setting a clear end date, providing the mentee with resources or contacts with other organisations they could get support from and celebrating progress made.[*] Managing the termination of a mentor relationship is particularly important for children and young people with previous experience of instability in adult relationships.
It is important to recognise the vital role of qualified staff, such as mentor coordinators, in vetting potential volunteer mentors and establishing their commitment. Mentor coordinators recruit, screen and train mentors, and can offer supervision and support once a match has been made. They also facilitate matches by identifying children and young people who are interested in being matched with a mentor and organise community days for them to meet potential mentors.
[*] This is a finding from a review of 40 process evaluations for the development of YEF’s mentoring toolkit.
Young people strongly value an authentic and personal bond with their mentor. While there is no evidence to suggest that a particular mentor type (paid, volunteer or natural) delivers better outcomes for children and young people, it does show that many young people expressed a preference for volunteer mentors compared to mentors who are employed and paid to work with them.
Some young people felt positively about being mentored by a volunteer because they recognised the mentor had chosen to be there for them. Their relationship was therefore perceived as unconditional and built on mutual commitment and respect. In contrast, some young people felt that mentors who were employed to mentor them were less likely to care for them as individuals.
Some studies noted that young people and their families preferred volunteer mentors as they provided them with a stable and unconditional source of collaborative support that was different from statutory providers. Some young people reported that this perceived independence from statutory services made it easier for them to be more open with their mentor without fear of judgement or consequence.
Volunteer mentoring includes natural mentoring, where a mentor is chosen from the young person’s existing relationships. This could be, for example, a trusted teacher, older friend or other members of the young person’s network. The relevant safeguarding checks must take place before a young person is matched with a natural mentor. While natural mentoring has not been shown to be more effective than other forms of mentoring, young people identified that the trust and closeness which already existed with their natural mentor was a facilitator of a positive mentoring relationship within the programme. For some young people, identifying a natural mentor had practical challenges because they did not have social networks or communities to select from.
Other approaches which can encourage trust and closeness between mentors and mentees include peer mentoring programmes, which allow young people to connect and support each other through similar challenges. Peer mentoring programmes can increase reciprocity between the mentor and mentee, as well as offering the chance for a relationship which may feel authentic and independent from statutory services. Peer mentors are more likely to require more intensive supervision, support and training to achieve the intended outcomes of the programme.
Recommendations
Recommendations summarise the best-evidenced mentoring and befriending interventions for improving outcomes for children and young people.
There is strong evidence that evidence-based mentoring programmes can improve the general mental wellbeing and post-traumatic symptoms in children aged 9–11 years old.
Evidence shows that mentoring programmes which comprise of skills development and one-to-one mentoring can support children who are in non-kinship foster care, kinship care or residential care placements, due to experiences of significant harm.
The Fostering Healthy Futures for Preteens (FHF-PT) programme is one such evidence-based programmes which has shown effectiveness in improving mental health functioning and quality of life in children aged 9 to 11 years old. Evidence shows that for these children, participation in an evidence-based mentoring programme can lead to improvement in their self-esteem, social acceptance and coping skills. The FHF-PT programme has two main components:
- Skills development: a skills development group was designed to bring children in out-of-home care together to reduce stigma and provide them with an opportunity to learn skills in a supportive environment. Topics for skills development could include anger awareness/management, problem solving, emotion recognition, cultural identity and resisting peer pressure
- One-to-one mentoring: children are paired with a supportive adult who serves as an advocate and role model.
Evidence shows that engagement in the skills development and mentoring components can lead to improved mental health outcomes. See further information about this programme in the text box below.
While the FHF-PT programme has only been evaluated in the United States, its components – one-to-one mentoring and skills groups – are applicable to the UK context.
There is good evidence of positive impact of evidence-based mentoring programmes in reducing offending and re-offending rates among children and young people.
For children and young people who have had interactions with the youth justice system, evidence-based mentoring programmes, such as the Fostering Healthy Futures for Preteens (FHF-PT) and the Adult Connections Team (ACT) programmes, have shown effectiveness in reducing re-offending, based on self-reported data and court records.
In an impact evaluation of the FHF-PT programme, the intervention was found to be effective in reducing violent, non-violent, and total offending charges among children aged 9–11 years old in out-of-home care. Court records of offending charges for children who participated in the intervention showed a significant reduction in total offending charges and violent offending charges. At seven years following participation in the programme, children were significantly less likely to have a violent crime on their records. See text box in recommendation 1 above for further information about the FHF-PT programme.
Evidence from an impact evaluation of the ACT programme in the United States also shows evidence of reduced violent offending charges and total offending charges among children and young people (aged 17–21) who engaged with the programme. See further information in the text box below.
The Youth Endowment Fund Toolkit also summarises evidence on the use of mentoring programmes to reduce youth violence and how to implement these programmes.
There is promising evidence of the impact of evidence-based mentoring programmes in improving reunification of care-experienced children for whom parental rights have not been terminated.
Evidence-based preventative mentoring programmes targeted at children aged 9–11 years old who are in out-of-home care can help them return home to their birth families. In particular, the evidence shows effectiveness of mentoring programmes for children with adverse childhood experiences, including experiences of significant harm, parental incarceration, parental substance use, mental illness, or housing instability. Fostering Healthy Futures for Preteens (FHF-PT) is an example of a proven evidence-based programme. FHF-PT consists of two components a skills group and one-to-one mentoring.
There is promising evidence of the effectiveness of evidence-based mentoring programmes in improving permanency outcomes among children in out-of-home care.
For children 13–15 years old who are in out-of-home care due to experiences of significant harm, the evidence shows that evidence-based mentoring programmes can significantly improve self-reported permanency outcomes.
There is evidence to show the effectiveness of mentoring programmes which focus on developing children’s problem-solving and communication skills, and supporting children to build and maintain supportive relationships with adults. Mentoring programmes which build on the child’s strengths and interests by supporting them in goal-setting exercises, visioning, skill training, and workshops can help them build on their competencies and reduce adverse outcomes – see key principle 3 above for further guidance. Mentoring programmes should focus on improving the wellbeing of children in the longer term, rather than focusing on achieving short-term outcomes.
The Fostering Healthy Futures for Teens (FHF-T) programme has been evaluated in the United States and is an example of an evidence-based mentoring programme proven to be effective. The evidence shows that among the young people who engaged in the FHF-T programme, those in kinship care had improved permanency outcomes compared with those in non-kinship foster care. See further information in the text box below.
There is promising evidence of evidence-based mentoring programmes improving children and young people’s self-determination skills and supporting them to transition from care.
Evidence shows that mentoring programmes with the following features can support children and young people in out-of-home care with special education needs or severe mental health challenges, to improve self-determination outcomes:
- Youth-led coaching and near-peer mentoring
- Supporting young people to learn from supportive adults and peers
- Helping young people to feel accomplished and develop skills
- Supporting young people to manage their emotions
- Providing encouragement from influential people and coaches to help build confidence
- Enhancing self-determination and goal achievement
- Providing outreach programmes for young people
- Supporting young people to achieve self-identified goals and engage in youth-led transition planning activities
Better Futures, TAKE CHARGE, and its adaptation, My Life, are examples of programmes with proven effectiveness in improving self-determination skills. These programmes have been evaluated in the United States, however their components are applicable to the UK context. See further information in the text box below.
More information: TAKE CHARGE and My Life
More information: Better Futures
Evidence also shows that the Massachusetts Adolescent Outreach Programme (MAOP) can be effective, especially in supporting young people in intensive foster care to prepare for independent living and achieve permanency.
More information: Massachusetts Adolescent Outreach Programme
There is promising evidence that evidence-based mentoring programmes can improve employment outcomes among young people.
Evidence shows that mentoring programmes with features of the Adult Connections Team (ACT) programme can improve employment outcomes among children and young people in foster care.
The evidence shows that for children and young people 17–21 years old in extended foster care – known as a ‘Staying Put arrangement’ in England – participation in the ACT programme can lead to an increase in the number of employment hours each week, and a higher average weekly income.
More information: The Adult Connections Team programme
The Youth Futures Foundation Toolkit also summarises evidence on the use of mentoring programmes to improve youth employment and how to implement these programmes.
Case Studies
Fostering Healthy Futures for Preteens
Jayden, now 10, has been living in foster care since he was 7 years old. Jayden’s mum, Debbie, struggles with her mental health and substance misuse, which affect her ability to provide consistent care to Jayden. Following an incident where Debbie didn’t pick Jayden up from school and was uncontactable for several days, Jayden was taken into foster care. A parenting assessment concluded that Jayden should remain in local authority care under a Care Order.
Over time, Jayden’s relationship with his foster carers became strained. They reported that he could be verbally and physically aggressive. School staff also struggled with his behaviour, resulting in frequent exclusions. Eventually, Jayden’s foster carers decided that it was not safe for Jayden to remain living with them. Jayden had to quickly move to new foster carers, where he has now lived for two months.
Despite his new foster carers’ efforts, Jayden remained withdrawn, spending most of his time alone in his room. He distanced himself from friends and lost interest in his hobbies, like table tennis. Concerned about his wellbeing, Jayden’s social worker introduced him to the Fostering Healthy Futures for Pre-Teen Programme (FHF-PT). With encouragement from his foster carers, Jayden agreed to participate.
About the programme
FHF-PT is an evidence-based, preventative programme that aims to support children 9 to 11 years old by enhancing self-esteem, emotional regulation, social competence, and coping strategies. It uses a cognitive behavioural technique to teach children social skills, and individualised mentoring and structured skills groups to promote resilience, support mental health and wellbeing, and prevent behaviours that challenge, crime, and violence. It can be delivered in various settings, including homes, schools, and community spaces.
Jayden was supported to choose a mentor. He expressed a preference for a mentor with similar characteristics to him – a male, from a Black background, who liked sports. It took weeks to build Jayden’s self-confidence and trust and for him to express an interest in building connections within his local community, such as exploring local sports facilities. Eventually, and with support from his mentor, he started attending table tennis sessions, marking a significant step in his social re-engagement.
Alongside one-to-one mentoring, Jayden participated in skills groups at school, where he explored his strengths, set goals, and built self-esteem. He was also supported to process thoughts and feelings relating to the difficulties he experienced in his early years, the separation from his family, and the challenge of moving between fostering households. He was supported to develop problem solving skills, and to learn about anger awareness, cultural identity, resisting peer pressure, and how to manage change and loss. Jayden’s foster carers supported his progress, reinforcing positive steps and encouraging him to maintain his mentoring relationship.
How the programme helped
After nine months of engagement, Jayden reported feeling more positive about his future. Jayden’s school attendance improved, and he spent more time engaging with his foster carers. Through discussions with his mentor, Jayden discovered an interest in geography and environmental issues. Jayden also set new goals, including to attend his school’s end-of-year residential trip independently. Jayden’s foster carers felt that the support he was receiving through mentoring would help him to continue to live with them safely. They also felt reassured that he would have continued support as he transitioned to his future independence.
My Life/Take Charge Programme
Amelia is 17 years old and lives in a residential children’s home far from her family and friends. Amelia was diagnosed with depression and anxiety at age 14 and takes medication to help manage this. Despite the medication, she feels her mental health is getting worse. She is not in education or employment and feels overwhelmed by the reality of adulthood.
Amelia’s key worker suggested speaking with a mentoring agency that helps young people facing similar challenges. After assessing her needs and interests, the mentoring agency asked Amelia if she wanted to take part in the My Life/Take Charge Programme.
About the programme
The programme lasts 9 to 12 months and provides youth-led coaching and near-peer mentoring for young people aged 15–19 years old who are transitioning out of care. It aims to enhance self-determination and goal achievement through weekly one-to-one coaching in self-determination skills and up to four group mentoring workshops. Mentors are ‘near peers’, that is, young adults who were formerly in out-of-home care and are around 3 to 4 years older than their mentees.
Amelia accepted the offer and was matched with a coach, Ben, who was training to be a social worker at a local university. Amelia also attended the mentoring workshops, where she met Lisa, a near-peer mentor.
Lisa is 21 years old, care-experienced, and loves to draw. Lisa was previously a mentee on the programme, and with supervision and training has returned to help others. Over time, Amelia has come to think of Lisa as a safe person to talk to. Lisa provided a listening ear as Amelia shared her struggles — her loneliness, her past, and her uncertainty around her future. She talked about the lifestyle she was trying to escape, and Lisa was able to share her experiences and how she got to a happier place.
How the programme helped
Ben helped Amelia set small, realistic goals to regain control of her life. They focused on practical steps: improving her confidence, building social connections, and exploring future opportunities. Over time, Amelia has become more open about how she is feeling and feels less isolated. Lisa encouraged Amelia’s creativity, and for the first time in years, Amelia feels like she has direction.
Amelia’s participation in the programme was inconsistent at times as she struggled with her mental health and fell back into unhealthy patterns. The mentoring agency continued to support Amelia, visiting her at home and helping to connect her with other services.
With encouragement and support from Ben and Lisa, by the end of the programme Amelia had started applying for college courses and successfully secured a place on a graphic design course, giving her a sense of purpose and stability.
Though her journey was not linear, Amelia learned resilience through the experience. With the right support at critical moments, she was able to reclaim her future and take meaningful steps toward independence. Lisa has remained a source of guidance for Amelia, reinforcing that setbacks do not define her but are part of her path toward building a better life.
Resources
Reflective Tool
Summary for Elected Members
Quick Guide
Full systematic review
Evidence Annex
Technical annex on Methodology
Evidence Ratings and summary
Recommendation
Rating
1. Offer evidence-based mentoring programmes to children in out-of-home care due to experiences of significant harm, to support their general mental health and improve post-traumatic symptoms.
2. Offer evidence-based mentoring and befriending programmes to children and young people who are involved, or are at risk of involvement, with the youth justice system to reduce offending and re-offending.
3. Offer evidence-based mentoring programmes to children in out-of-home care to improve successful (and long-term) reunification.
4. Offer evidence-based mentoring to children who are in out-of-home care due to experiences of significant harm to achieve greater permanency.
5. Offer evidence-based mentoring programmes to children and young people with special education needs, or severe mental health challenges, to increase self-determination skills and support their transitions from care.
6. Offer evidence-based mentoring programmes to children and young people to improve employability.
