Editor’s Overview: A 20-Year Content Review of Research on the Topic of Developmental Mentoring Relationships Published in the Mentoring & Tutoring Journal

Abstract

Empirical work from both sides of the Atlantic has been developed which attempts to bring the generations together in the context of school‐based projects and curriculum development. Against this background this article will seek to explore the impact that older people can have in an educational setting and examine the mutual effect this has in developing and promoting intergenerational understanding. This action‐research study (for The Beth Johnson Foundation, Stoke‐on‐Trent) elicited the views and experiences of children, older mentors and teachers involved in an intergenerational mentoring scheme. The study reveals that there have been significant gains for the children, older mentors (people over 50) and teachers involved in the intergenerational mentoring scheme. This article reports only the concise summary findings from a selected representative mix of the data gathered for the original action research. Evidence suggests that the mentors have become a wise advisor and friend to identified individuals and groups of children in the class setting, and that old and young people enjoy and value working together in an educational environment for the mutual benefit of each other. The study concludes that this evaluation should act as a base‐line towards some extended research into the sustainability of older mentors working in schools, and the humanising effect this has at whole‐school level in terms of improving intergenerational perception and cooperation and developing ‘active citizenship’ in schools.