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It outlines the rationale for moving from informal mentoring to formal, evidence-aligned program components and highlights a systematic literature review procedure using peer-reviewed sources between 2002 and 2013. The review identifies seven effective components and six proven activities, and further describes program features that support mentor-mentee trust, reliable participation, and program safety.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/research-based-practices-in-afterschool-mentoring-programs-systematic-review/590510/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/research-based-practices-in-afterschool-mentoring-programs-systematic-review/590510.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do afterschool programs use formal mentoring instead of only providing a safe place to go?","Question",{"text":112,"@type":113},"The text explains that a formal mentoring program creates a nurturing environment that develops students’ talents and supports their needs beyond basic supervision.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the study use to identify effective afterschool mentoring practices?",{"text":117,"@type":113},"It uses a systematic review of peer-reviewed literature from 2002 to 2013, drawing on structured mentoring and related search terms in the EBSCO database.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence does the review find regarding effective mentoring?",{"text":121,"@type":113},"The review reports seven effective components and six proven activities, supported by empirical research showing positive effects on students’ social, emotional, and behavioral outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590510,1792913727,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Research-Based Practices in Afterschool Mentoring Programs  \nSara C. McDaniel, Anna-Margaret Yarbrough, and Kevin Besnoy  \nMost communities have afterschool programs that give school-aged students a safe place to go after the dismissal bell rings. The next step after simply providing a safe haven is to create a nurturing environment that develops young people’s talents and supports their needs. A formal mentoring program can help to achieve this goal.  \nEven before Big Brothers Big Sisters of America or Boys & Girls Clubs, informal, communitybased mentoring activities have built youth-adult relationships and improved youth outcomes. More recently, structured mentoring programs have been implemented in school- and community-based afterschool programs (McDaniel & Yarbrough, 2015) . However, the adoption of formal mentoring programs and components in afterschool settings has not been accompanied by evidence-based recommendations for developing and improving these programs.  \nIn order to achieve the intended student outcomes, afterschool practitioners need to understand what makes mentoring models effective. To foster that understanding, we conducted a systematic review of the literature related to structured afterschool mentoring programs. Our study uncovered seven components and six activities proven through empirical research tobe effective in formal afterschool mentoring programs.  \nSARA C. MCDANIEL, Ph. D., is an assistant professor of special education at the University of Alabama. She has worked with local afterschool programs in evaluation and improvement supports. Her research interests include challenging behavior, prevention of school failure, and out-of-school time interventions.  \nANNA-MARGARET YARBROUGH is a doctoral student at the University of Alabama. She has led a local afterschool program for the past three years. Her research interests include mentoring interventions, administration, and leadership.  \nKEVIN BESNOY, Ph. D., is an assistant professor of gifted education at the University of Alabama. He has worked collaboratively to implement an afterschool program that includes cross-age peer mentoring. His research interests include effective practices for children with gifts and talents.  \nOur search also revealed descriptions of three afterschool mentoring programs that effectively implement several of these components and activities.  \nThe Basics of Afterschool Mentoring Programs  \nMentoring involves a non-parental adult working directly with a young person to develop a personal connection that aids in improving that youth’s outcomes (Converse & Lignugaris/Kraft, 2009) . Afterschool settings with formal mentoring programs or mentoring components typically match students who have  \nof mentor relationships include discontinuation by either the mentor or the mentee, inadequate formal support for mentors, and lack of program support (Spencer, 2007) .  \nBased on the research documenting the importance of structured mentoring relationships, we limited our literature review to research on afterschool programs with formal mentoring components and comprehensive mentoring programs. We did not include informal relationship-building components in afterschool programs generally.  \ndemonstrated academic, social, or behavioral problems Method  \nwith a responsible, caring adult; adult and student then To identify examples of effective structured afterschool engage in planned interactions according to a structured mentoring programs and effective mentoring elements, schedule. Grossman and Bulle (2006) point out that we began with a comprehensive search of literature mentoring afterschool programs can vary widely: They published between 2002 and 2013 in peer-reviewed may be school-or community-based, formal or informal. journals, using the EBSCO database. Our search terms They may feature one-on-one or group mentoring, either were mentoring plus oneof the following: extended day, after as the primary intervention or as a schoo","cbCaibtBLnDyY01f","https://ap.wps.com/l/cbCaibtBLnDyY01f","pdf",298089,"English","# Introduction\n# The Basics of Afterschool Mentoring Programs\n# Method\n# Findings and Implications","[{\"question\":\"Why do afterschool programs use formal mentoring instead of only providing a safe place to go?\",\"answer\":\"The text explains that a formal mentoring program creates a nurturing environment that develops students’ talents and supports their needs beyond basic supervision.\"},{\"question\":\"What does the study use to identify effective afterschool mentoring practices?\",\"answer\":\"It uses a systematic review of peer-reviewed literature from 2002 to 2013, drawing on structured mentoring and related search terms in the EBSCO database.\"},{\"question\":\"What evidence does the review find regarding effective mentoring?\",\"answer\":\"The review reports seven effective components and six proven activities, supported by empirical research showing positive effects on students’ social, emotional, and behavioral outcomes.\"}]","Research-Based Practices in Afterschool Mentoring Programs - Systematic Review | PDF",1792069794]