Participant perceptions of experiences in a cross-aged mentoring program interpreted through the pedagogical ideals of Janusz Korczak

The purpose of this study was to explore the experiences of students participating in a cross-aged mentoring program designed around a combination of the teaching philosophies and practices of Janusz Korczak’s and social emotional learning (SEL) ideas and practices. The study sought to understand the perceptions of mentees and mentors interacting in the context of the mentoring program to determine how these participants perceived belonging, how the work and teachings of Janusz Korczak aligned with SEL practices, and how a mentoring program based on the teaching practices of Janusz Korczak informed student perceptions of belongingness in different learning contexts. The discussion of different learning contexts was significant as the study transpired in the 2020 through 2021 school year, which was also the period during which the COVID-19 pandemic created a need for multiple learning settings including face-to-face and virtual educational contexts.

A qualitative methodology and exploratory case study were used to address the three research questions that guided this study. The theoretical framework used throughout the study was a combination of six principles of SEL and the moral humanist pedagogy of Polish pedagogue Janusz Korczak. The researcher’s intention in using a combination of two theoretical frameworks was to try to situate Korczak within a context that is familiar to American educational scholars.

There was a total of twelve participants in the study: six were mentors, and six were mentees. The data was collected using semi-structured interview and interview notes, and research related to SEL and the Korczak’s moral humanist pedagogy. The data relating to research question two was analyzed to determine alignment between the six principles of SEL and Korczak’s pedagogy. Data relating to all research questions was exposed to multiple methods of coding to determine emerging categories and themes. The researcher established trustworthiness using appropriate methods to address validity, reliability, and confidentiality.

Data led to emergent themes such as relationships, assistance, and goals. Participants also discussed stake holding, reinforcement, connection, and comfort as reasons that they felt as if they were able to belong. Student participants also indicated that the value in mentoring relationships came from areas such as having a higher purpose, communication, and relatability. This study also functioned to generate scholarship about Janusz Korczak in the field of American educational scholarship and demonstrated that the teachings of Janusz Korczak warrant further study and application in modern classroom settings.