From Help Receivers to Empowered Leaders

The number of students with disabilities is increasing each year in higher education, and this has necessitated the development of diverse support mechanisms to facilitate their academic and personal success. Traditional support systems, such as assistive technologies, private tutoring, and workshops, although beneficial, may actually negatively influence their self-confidence. In their new research report, Krisi and Nagar (2023) address an innovative approach to support students with disabilities through peer mentoring, where mentors themselves are students with this identity. This qualitative study explored the impact of peer mentoring on the mentors themselves, examining their narratives to understand the effects on their self-esteem, self-efficacy, and overall empowerment.

The mentoring program involved peer mentoring where mentors and mentees were matched based on complementary strengths. Mentors with high academic performance or strong emotional resilience were paired with mentees struggling in those areas. Mentoring sessions, conducted twice a week, included motivational, emotional, and academic support.

The study involved 17 second- and third-year undergraduate students. Semi-structured interviews were employed to capture the mentors' experiences before and after the intervention. Interviews were thematically analyzed to identify key themes related to the mentors' self-perceptions and well-being.

Results revealed improvements in mentors’ self-esteem, increases in their self-efficacy, and feelings of empowerment. Mentors reported significant boosts in self-esteem as they transitioned from being recipients of help to providers of support. This role reversal enhanced their sense of responsibility and self-worth, contributing to a positive self-image. Mentors also experienced heightened self-efficacy, believing more strongly in their abilities to achieve personal and academic goals. This newfound confidence extended beyond their mentoring roles, influencing their broader life perspectives and ambitions. Through their role as a mentor, mentors gained insights into their own strengths and capabilities. They also received positive feedback from mentees, which reinforced their sense of empowerment.

These findings are powerful! By shifting from being help recipients to active contributors in their community and university, mentors experienced transformative changes in self-esteem, self-efficacy, and empowerment. The mentors' narratives revealed that mentoring facilitated personal growth, improved their academic performance, and enhanced their social interactions. These benefits suggest that peer mentoring programs could be a valuable addition to traditional support systems for students with special needs, fostering a sense of independence and confidence.

Interested in learning more about how to empower and support your program’s mentors? Get in touch for a consultation!

Reference

Krisi, M., & Nagar, R. (2023). The effect of peer mentoring on mentors themselves: A case study of college students. International Journal of Disability, Development and Education, 70(5), 803-815. https://doi.org/10.1080/1034912X.2021.1910934