Abstract
Purpose. This exploratory qualitative case study investigated one school district's use of peer mentors during the traditional school day to help freshmen excel. It explored teachers' perceptions of how peer mentors use the lenses of belonging and mattering to impact freshmen success.Theoretical Framework. The theoretical framework for this study was based on belonging and mattering. Positive social relations among peers contribute to building and sustaining students' feelings of school belonging (Juvonen, 2006). Positive relations between the peer mentor and the student can increase a sense of belonging, thus leading to an appreciation of education. Mattering is our subjective perception and interpretation that we make a difference to others (Tovar, 2013). If adolescents perceive they are important and matter to others, they report increased academic motivation and a greater sense of engagement in the school environment (Dixon & Tucker, 2008).Methodology. Eight teachers from six different high schools participated in the study. They were asked open-ended questions regarding their observations of peer mentor and mentee interactions. Teacher responses were analyzed using the constant comparative method.Findings and Conclusion. Participants in the study perceived that peer mentors fostered an inclusive environment in which freshmen felt they belonged and mattered. Data supported a reduction in freshmen failures after peer mentor programs were implemented. The results of this study can be used to help instructional leaders identify the benefits of implementing peer mentoring programs during the traditional school day to create and sustain freshmen success.Recommendations. Future research could focus on the peer mentor or freshman perspective. Research could also focus on whether peer mentors met students' needs and helped them achieve or on improving belonging and mattering strategies. Further research could also compare findings from schools in different districts or regions or investigate the transformational effects of peer mentoring over a four-year period.