Evaluation report
Nov 2025
Exploring mentoring interventions and their evaluation
Rapid Evidence Assessment to build understanding of mentoring as an effective early intervention for youth employment
We commissioned SQW and partner BPSR to undertake a Rapid Evidence Assessment (REA) to support the design and delivery of our Building Futures programme.
The REA explores how mentoring and similar interventions can support young people aged 11-16 years to develop skills, knowledge and attributes that improve their future employment prospects.
To strengthen understanding, it looked at:
- the effectiveness of key aspects of mentoring interventions
- how outcomes associated with mentoring are measured by delivery organisations and evaluators
- how mentoring and similar interventions have been evaluated using Randomised Control Trial (RCT) methodology
The REA highlights:
Common characteristics of mentoringRead more about
- embedded in a relationship
- used to achieve a range of objectives
- often targeted at specific groups of young people with identifiable need
- can be a discrete intervention or delivered alongside other activities
- can be school-based or community based
Conditions for successRead more about
- Prioritising data collection and integrating monitoring and evaluation, supported by strong administration skills
- Effective relationship building with key stakeholders, including active engagement from schools and positive parental engagement
- Appropriate training, and good peer and professional support infrastructure for mentors
- Matching based on goals, interests and experience; personal characteristicscan be useful for some groups e.g. disability
- a youth-centred dynamic balancing structured goal-setting with flexibility
- Inclusion of fun or developmental activities like sport or arts to bolster relationship and sustain engagement
- Mentoring needs time to work – at least six months, with at least one meeting or engagement each week
- A well-managed end to the programme / relationship to minimise potential challenge
Impact of mentoring Read more about
- Strong evidence for positive impact on young people’s mental health and wellbeing
- Evidence of building social skills, supporting improved peer and adult relationships
- Some mentoring programmes improved attainment for some student
- Increased interested in or commitment to continued or further education
- Some positive attitudinal changes and outlooks towards school and learning
- Short term positive behaviour changes
- Occasionally, mentoring can result in no, or even negative, outcomes when programmes are poorly designed
Commonly measured mechanisms for changeRead more about
- relationship quality
- intervention characteristics
- stress exposure
- relationship sensitivity
LimitationsRead more about
- Outcome effects for whole cohorts are often small
- Measured outcomes may not reflect the range of actual outcomes
- Outcome measures used by studies are varied, limiting the ability to compare approaches between different projects
- Data collection is often limited or inconsistent
- Recruitment processes and eligibility criteria is not well clarified in the literature
Read the full report for information on how RCT methodology is used to evaluate youth mentoring interventions, and detail on enablers and challenges, and applicable learnings.
Want to read the full report?
More about the programme
Check out more of what we’ve acheived with Building Futures: testing mentoring support
Building Futures: testing mentoring support
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