About this srcd poster session

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Panel information
Panel 8. Education, Schooling

Abstract

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Peer-mediated interventions (PMIs) often partner students without disabilities as peer mentors for students with disabilities and aim to improve a variety of outcomes (e.g., academic performance, social skills, inclusivity) for students with disabilities (Travers & Carter, 2022). More inclusivity may also reduce the development of mental health problems, improve academic achievement, and improve other skills for students with developmental disabilities (Huber et al., 2018; Koegel et al., 2013). Due to such interventions including student mentors, it is also important to understand the impact these programs have on peer mentors. During PMIs, mentors and mentees spend time in and out of school together. Peer mentors that participate in PMIs report a host of positive outcomes including better academic outcomes, advocacy skills, improved inclusivity, and better understanding for individuals with disabilities at the end of programming (Owen-Deschryver et al., 2024; Travers & Carter, 2022). Outside of PMIs, teacher-student relationship quality has been found to predict better outcomes for adolescents (e.g., Magro et al., 2022; Roorda et al., 2011). These relationships may also be related to program outcomes within PMIs. This study aims to examine how teacher-mentor relationship quality and time spent with peer mentees may interact to predict program outcomes and inclusivity.

One peer-mediated intervention program, Peer to Peer, partners peer mentors with peer mentees (students with disabilities) to develop friendships, leadership skills, and independence in middle and high schools. The sample for this project was drawn from a larger study that aims to develop best practices for the Peer to Peer program. The sample was made up of 237 peer mentors with Peer to Peer (Mage = 14.28 years, SD = 1.74; 80.6% selected only white; 68.4% girls, 30.8% boys; 95% do not identify as having a disability). Participants reported on their experiences in the program, the time they spent with their peer mentees outside of school, and inclusivity at their school.

As shown in Table 1, the regression analysis showed that teacher/mentor relationship quality was related to higher program satisfaction, program engagement, leadership/skills development, mentee support, overall inclusivity, and inclusivity because of Peer to Peer. Similarly, spending more time with mentees outside of school was also associated with better program outcomes across all variables. Being on track to meet required hours, on the other hand, was not related to any program outcomes. Out of school hours moderated associations between teacher-mentor relationship quality and program satisfaction (Figure 1a), engagement (Figure 1b), leadership skills (Figure 1c), and inclusivity because of Peer to Peer (Figure 1d). Specifically, teacher-mentor relationship quality was related to better program outcomes particularly for mentors who spent less time out of school with mentees. For youth who spent more time with peer mentees outside of school, program outcomes were relatively high regardless of teacher-mentor relationship quality. These findings suggest the importance of program leaders and time spent with mentees outside of school for mentors participating in PMIs.

Author information

Author	Role
Maria Lotti, North Dakota State University	Presenting author
Dr Leanna McWood, North Dakota State University	Non-presenting author

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