Intergenerationality to improve coexistence in school. Mentoring as a resource

Abstract

Under increasing pressure to improve student performance and prevent from violent behaviour, American schools are increasingly reaching out for programs that may enrich children’s lives. As a part of these efforts, many schools have begun partnering with programs that provide their students mentors who transmit them friendship, support, positive role models and academic support. Research findings have highlighted the positive contributions nonparental adults (i.e. mentors) can make in the lives of younger students. Among these, there are studies that have pointed out that close relationships with nonparental adults may become a protective factor, providing evidence of positive influences on adolescent behavioural outcomes, including a reduction in substance abuse and improvements in their reactions to situations involving substance abuse, better psychosocial and academic performance and a reduction in antisocial behaviour or violent response to situations. Mentors can provide a safe context for conversations and disclosures while transmitting adult  comportamienvalues, advice and perspectives. Mentors also serve as the pattern for adolescents. They are the providers of emotional support and a positive feedback.

In Spain, the violent acts at school are increasing in number and seriousness too, and preventing programs are expanding their scope in order to reach families, social agents and communities as a whole. In this
paper, we are trying to present the most relevant theories and research on the relevance and usefulness of intergenerational practices in dealing with school problems (violence, etc.) in order to draw conclusions that
may be useful to provide a response to this rise in school conflictivity that is now becoming evident in our country.