Teacher perceptions of mentoring at-risk students through the context of the AVID program



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This qualitative case study explored the perceptions of teachers, administrators and tutors regarding the concept of mentoring for at-risk students through the organization of the Advancement via Individual Determination (AVID) program. As the practice of mentoring youth in school-based programs becomes more prevalent, it is critical for the practices to be informed by research. By understanding the perceptions both administrators and teachers have regarding the AVID program and mentoring, program facilitators can gain insight into the successes of mentoring within schools.
Students experiencing difficulty completing graduation requirements have a higher than average dropout rate and little chance of attending an institution of higher education without having an adult advocate in their life. A solid relationship between teachers and pupils promotes positive attitudes which will ultimately lead to greater achievement and contribute to teaching life skills. A formal, organized program such as AVID could provide role models for students. The study examined features of the AVID program relating to mentoring. The researcher conducted a total of six interviews including two AVID elective teachers, one regular education teacher, one administrator, a school counselor, and an AVID tutor. The findings in the study showed the concepts of autonomy, time and consistency serve as significant contributors to a successful mentoring program. Providing a set and consistent time for meetings allows for the development of bonding. Finally, advocacy can emerge when these components are present within an effective mentoring community.



Mentoring, AVID