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Mentor

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Mentor

Contents

What mentors do
Types of mentoring
How mentoring supports education
Mentoring for SEND
Safeguarding and professional standards
Working with schools, families and local authorities
Related guidance

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What mentors do

Mentors support children and young people through guided, relationship-based sessions that focus on confidence, emotional wellbeing, behaviour, attendance and personal development.

They provide structured encouragement, role modelling and practical strategies to help pupils overcome challenges that affect learning or daily life.

Mentors work in homes, schools, community settings or as part of EOTAS, alternative provision or SEN packages.

Related guidance

  • SEN Support
  • Therapists and Specialists
  • Alternative Provision
  • EOTAS
  • Home Education
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    Types of mentoring

    Mentoring can include:

    • Academic mentoring – motivation, organisation, study skills, homework support
    • SEMH mentoring – emotional regulation, anxiety reduction, resilience building
    • Behaviour mentoring – routines, boundaries, self-management, positive behaviour strategies
    • Life-skills mentoring – independence, decision-making, social skills, communication
    • Attendance mentoring – support for EBSA, reintegration and school engagement
    • Specialist mentoring – autism support, ADHD coaching, trauma-informed mentoring

    Sessions may be one-to-one, small group or part of a structured programme.

    How mentoring supports education

    Mentors help children:

    • build confidence in learning
    • manage anxiety, behaviour or emotional challenges
    • develop routines and executive functioning skills
    • feel safe, heard and understood
    • prepare for reintegration after absence or exclusion
    • stay engaged with education during EOTAS or AP programmes

    For many children, mentoring acts as a bridge between home, school and therapeutic support.

    Mentoring for SEND

    Mentors can support a wide range of special educational needs, including:

    • autism and social communication differences
    • ADHD and attention regulation
    • sensory processing needs
    • anxiety, trauma and EBSA
    • learning difficulties that affect confidence
    • emotional and behavioural needs (SEMH)

     

    Effective SEND mentoring may include:

    • visual aids or structured routines
    • calm, low-demand environments
    • task-breaking and pacing
    • sensory regulation breaks
    • modelling social interactions
    • strategies recommended by therapists or psychologists

    Mentors contribute to EHCP evidence and help implement parts of Section F related to social, emotional or behavioural outcomes.

    Safeguarding and professional standards

    Mentors must meet strict safety and quality requirements, including:

    • enhanced DBS checks
    • safeguarding and child protection training
    • boundaries and professional conduct
    • risk assessments for sessions in homes or the community
    • ongoing supervision or line management
    • clear reporting procedures for concerns

    Many mentors hold qualifications or training in youth work, education, psychology, coaching or SEMH practice.

    Working with schools, families and local authorities

    Mentors collaborate with:

    • parents – sharing progress and strategies
    • schools – supporting attendance, behaviour and reintegration
    • SENCOs – aligning mentoring with SEN plans
    • local authorities – delivering mentoring as part of AP, EOTAS or EHCP packages
    • therapists – reinforcing emotional and behavioural strategies

     

    Mentors often attend review meetings and provide written progress reports.

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