Abstract:

In the context of intensifying migratory flows and growing cultural, linguistic, and social diversity in European schools, peer mentoring has gained prominence as a relational, student-centered strategy to foster the academic, social, and emotional integration of migrant children and adolescents. Drawing on contemporary approaches to relational pedagogy and intercultural education, peer mentoring is conceptualized as a structured, yet flexible, process in which more experienced students voluntarily support less experienced peers, providing both instrumental guidance and emotional support within the school context. In the case of migrant students, this approach is particularly relevant, as they often face cumulative risks associated with language barriers, unfamiliar school norms, experiences of loss and rupture, and a weakened sense of belonging in the host community.

This paper reports on a peer mentoring program implemented during the current school year. The program involved approximately 30 mentor–mentee dyads, encompassing students from the 2nd and 3rd cycles of basic education and secondary education. Mentors were both native and migrant students who had already achieved a more stable adaptation to the school context and who expressed interest in supporting newly arrived migrant peers. They received preparatory training focused on interpersonal communication, empathy, active listening, and intercultural awareness, as well as on the specific aims and ethical principles of mentoring (e.g., confidentiality, respect, and non-discrimination). Mentoring dyads met regularly throughout the school year, within and beyond formal class time, engaging in activities related to school routines (understanding timetables, rules, and assessment procedures) and navigation of physical spaces.

The evaluation of the program is grounded in a subjective well-being framework that includes cognitive and affective components, namely life satisfaction, perceived social support, positive affect, and feelings of school connectedness. The oral presentation will analyze data concerning changes in the well-being of both mentors and mentees. The presentation will discuss the findings in light of current debates on inclusive education and youth well-being, arguing that peer mentoring can be understood as a form of relational pedagogy that not only supports the integration of migrant students but also promotes the well-being and active participation of all students involved. Implications for the design, implementation and scaling-up of mentoring programs will be addressed, with an emphasis on sustainability, school–community collaboration and the centrality of students’ voices in shaping educational responses to migration.

Keywords:

Peer mentoring, Migrant students, Intercultural education, Relational pedagogy, Inclusion.