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Article In: Rethinking Multilingualism in Education: Inclusion, policy and practice for newcomers in Europe
Edited by Steven Delarue and Wendelien Vantieghem
[Nota Bene 3:1] 2026

Peer mentoring for newly arrived migrant pupils

Perceptions and practices in the Netherlands, Ireland and Spain

 | Utrecht University
 | Utrecht University
 | Utrecht University
This content is being prepared for publication; it may be subject to changes.
Abstract
European classrooms have become increasingly diverse, raising questions for schools about how to support newly arrived migrant (NAM) pupils as they navigate academic and social transitions. This paper is an explorative, qualitative study of peer mentoring programmes for NAM pupils in the Netherlands, Spain, and Ireland and presents a comparison of the countries’ mentoring program systems. It focuses on recognition, design, and perceived outcomes of these programmes. Despite the small number of surveyed teachers (n = 47) and pupils (n = 43) and an uneven distribution of teachers between the countries, a conclusion can be that peer mentoring is not widely recognised or implemented, partly due to a narrow conceptualization or misrecognition of peer mentoring. Among schools that implement mentoring, programmes vary in design but share a focus on social connection and academic support. They mostly rely on voluntary participation and intrinsic motivation and have little structure, training, compensation, and feedback. Teachers generally report positive perceived outcomes, while pupil responses showed strong individual variation. No consistent differences emerged between countries or education systems.
Article outline
  • 1.Introduction
  • 2.Peer mentoring programmes: Design and focus
    • 2.1Models of measuring mentoring in school contexts
    • 2.3A model for peer mentoring programs for NAM students
      • 2.3.1Prerequisites for success in mentoring programmes
    • 2.4Aim and research questions
  • 3.Methodology
    • 3.1Research design
    • 3.2Participants
    • 3.3Instruments
      • 3.3.1Surveys
      • 3.3.2Teacher survey
        • All dimensions of engagement
        • Relational engagement
        • Cognitive engagement
        • Behavioral engagement
        • Academic outcomes
      • 3.3.3Pupil survey
        • Relational engagement
        • Cognitive engagement
        • Behavioral engagement
        • All dimensions
        • Academic performance
    • 3.4Data collection and analysis
  • 4.Results
    • 4.1General overview and RQ1: How are mentoring programmes for NAM pupils designed in the different EDINA countries (Ireland, Spain, Belgium, and the Netherlands)?
      • 4.1.1Introduction
      • 4.1.2Programme structure and matching
      • 4.1.3Aim of mentoring
      • 4.1.4Motivation and challenges
      • 4.1.5Conclusion
    • 4.2RQ2: What are the perceived effects of peer mentoring on school engagement and -performance of NAM pupils?
      • 4.2.1Teacher perceptions
      • 4.2.2Student perceptions
      • 4.2.3Summarising student results
    • 4.3Integrated conclusion
  • 5.Discussion and conclusion
    • 5.1How peer mentoring programmes for NAM pupils are designed (RQ1)
    • 5.2Perceived effects of peer mentoring on school engagement and academic performance (RQ2)
    • 5.3Limitations
  • Author queries
  • References
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