A mentor is an individual who assumes the role of a friend, typically older or more experienced, and can become a valuable advisor due to the difference in experience (Perzlmaier and Sonnenberg, 2013, p. 22, as cited in Hoffman & Óhidy, 2018; DuBois, 2021). Supportive mentor-adolescent relationships can be a key factor in building resilience among youth. Research shows that mentors provide support in the form of motivation, counseling, problem-solving skills development, multiperspectivity, setting and achieving goals, preventing socially undesirable behaviors, coping with mental health issues, and more. Studies identify certain quality factors in the mentoring relationship that support the development and well-being of young people: empathy, understanding, authenticity, respect, consistency, and tenacity (Sapiro & Ward, 2020). Therefore, they can build a close relationship based on mutuality, trust, and empathy, which can serve as the foundation for the beneficial social-emotional, cognitive, and identity development of the mentees (Rhodes & DuBois, 2008). Mentors play a reparative role in supporting students who lack positive experiences with adults, shaping their self-perception and fostering socio-emotional development. This process contributes to the formation of a new identity, paving the way for further changes. Additionally, through mentorship, students develop skills that aid in acquiring new social knowledge (Óhidy et al., 2020).

Although mentoring programs show promise, research is inconsistent about their long-term effects (Fernandes-Alcantara, 2015), and there is a need for further research and theoretical considerations (DuBois, 2021). However, a review paper of 55 studies indicates that mentoring programs are likely to be beneficial for at-risk youth (DuBois, 2002). Mentoring programs can particularly support the emotional and behavioral functioning of at-risk youth (Sapiro & Ward, 2020). In Europe, Roma people belong to the biggest and most marginalized ethnic minority (European Commission, 2020). The majority of Roma children live at risk of poverty and face stigmatization in education and low attainment (FRA, 2023). The deprivation Roma students experience comes both from socio-economic disadvantage and discrimination in education (Óhidy et al., 2020). In Serbia, only 64% of children from Roma settlements finish elementary school and 55% of graduates enroll in high school.  They often lack learning support and books at home and rarely participate in extracurricular activities (Statistical Office of the Republic of Serbia & UNICEF, 2019). In addition, they often live in settlements without or with limited access to safe drinking water, sewage, and electricity (United Nations Human Rights Team, 2020). Recognizing these challenges, The Erasmus+ Small-scale Partnership in Youth between Rosa Parks Alapítvány (Hungary) and DAJ MI RUKU (Serbia), “Cooperation for Better Future for Roma Youth seeks to address educational disparities through mentorship programs.

This project aimed to empower youth workers and support 20 Roma youth (aged 13-18) in preventing drop-out, career orientation, and soft skill-building. As part of the project, DAJ MI RUKU ran a 10-month pilot mentoring program where university students mentored Roma students from segregated environments. Mentors supported their mentees through individual work, workshops, and group excursions. To better understand the role of mentorship in this context, this study explores the following questions:

How do mentors view the needs of Roma students from segregated environments, and what methods do they use to support them? 

What are the benefits of mentorship for Roma students from segregated environments?

The study also follows how mentor attitudes and approaches evolve over time. As studies on mentoring programs are mostly based in the United States (Preston et al. 2019), this study can benefit the understanding of their effects in Europe. In Serbia, we found no studies addressing mentoring programs for Roma students from the perspective of the mentors.

This longitudinal study uses a qualitative research approach, emphasizing in-depth understanding through focus groups conducted at the beginning and end of the 10-month project (in April and December 2024). Focus groups were held online, by two moderators in four sessions (2 at the beginning and 2 at the end). The focus groups were semi-structured, each lasting from 90 to 120 minutes. The sample consisted of nine university students who were mentors to Roma students from disadvantaged environments attending 6th and 7th grade in an all-Roma elementary school in Serbia. The mentors are students of social work (6), pedagogy (1), Serbian language and literature (1), or theology (1) aged 19 to 25. All mentors signed informed consent for the usage of the data collected via focus groups for research purposes. The questions for the focus groups were designed to align with the project’s goals. Both the initial and concluding focus groups focused on mentors’ perspectives regarding the principles of working with Roma students. In the first discussion, mentors explored the goals they set for their relationships with their mentees, while in the concluding group, they reflected on the development of these goals and whether they had been achieved. Additionally, mentors discussed the areas in which Roma children require the most support and the methods they planned to use to support the development of Roma students. In the concluding group they shared the methods they actually used and reflected on where resistance occurred. Further focus groups explored the significance of the project for Roma students. In the first group, mentors discussed their expectations regarding the project’s impact on skill development, school attendance, and potential long-term effects. The final focus group examined the significance of each project aspect (mentor-mentee relationship, workshops, and group excursions —for Roma students). Lastly, the focus groups addressed mentors’ initial thoughts on the support they needed from the organizations they volunteered with, as well as their reflections on the support they received at the end of the project. This study primarily focuses on mentorship, including the significance of the mentor-mentee relationship, its effects on skill and personal development, school attendance, and potential long-term outcomes. The data will be analyzed using thematic analysis, systematically identifying recurring categories and themes within the focus group discussions. This method allows for a detailed comparison of findings from the initial and concluding focus groups, highlighting patterns, shifts in perspectives, and emerging insights.

Initially, mentors set goals related to academics and personal development, aiming to understand the mentee’s personality and needs. Some saw no differences between Roma and non-Roma students but later recognized unique challenges that shifted their goals. Over time, mentors prioritized trust, emotional support, and consistency over academic goals. Mentors supported Roma children’s skill development through conversations, monitoring interests, encouraging strengths, and providing new experiences. Their main approach remained discussions with mentees, using active listening, open-ended questions, and personal storytelling. They fostered critical thinking and communication by guiding children to reflect, form opinions, and build confidence. Mentors expected children to grow in self-perception, social interactions, and relationships. They anticipated new habits, patience, organization, diligence, and emotional and cognitive growth. As theoretical findings suggest (Rhodes & DuBois, 2008), a strong mentor-child bond was seen as key. Mentors emphasized the project’s significance in fostering belonging, inclusion, and motivation, especially for girls. Many children benefited from role models and emotional support, with mentors stressing the importance of consistent interest in their well-being. These results are consistent with previous studies indicating the significance of mentoring relationship for children at risk (Erdem et al, 2016 ) and overall for the well-being of the mentees (Goldner & Mayseless, 2008). By the project’s end, children showed improvements in self-esteem, communication, and emotion regulation. Some developed skills in critical thinking, socialization, and school attendance. However, challenges included family cooperation, irregular attendance, and difficulty maintaining contact during school breaks. Some mentor-mentee relationships could not develop due to attendance issues, leading to new participants joining. Overall, mentors recognized the project’s significance for Roma students and their own professional growth. They recognized the project deepened their understanding of the challenges Roma students face in school and society, highlighting the need for expanding the collaboration with various actors in the community.

DuBois, D. L. (2021). Mentoring programs for youth: A promising intervention for delinquency prevention. NIJ Journal, 283. https://nij.ojp.gov/topics/articles/mentoring-programs-youth-promising-interventiondelinquency-prevention DuBois, D. L., Holloway, B. E., Valentine, J. C., & Cooper, H. (2002). Effectiveness of mentoring programs for youth: A meta-analytic review. American Journal of Community Psychology, 30(2). Erdem, G., DuBois, D. L., Larose, S., De Wit, D., & Lipman, E. L. (2016). Mentoring relationships, positive development, youth emotional and behavioral problems: Investigation of a mediational model. Journal of Community Psychology, https://doi.org/10.1002/jcop.21782 European Commission. (2020, October 7). Roma equality, inclusion and participation in the EU - European Commission. https://commission.europa.eu/strategy-and-policy/policies/justice-and-fundamental-rights/combatting-discrimination/roma-eu/roma-equality-inclusion-and-participation-eu_en Fernandes-Alcantara, A. L. (2015). Vulnerable youth: Federal mentoring programs and issues. https://ecommons.cornell.edu/items/9e27648b-9b93-43e3-9a3c-cb701b12aaf1 FRA. (2023). Roma in 10 European countries: Main results. Publications Office of the European Union. Goldner, L., & Mayseless, O. The Quality of Mentoring Relationships and Mentoring Success. J Youth Adolescence 38, 1339–1350 (2009). https://doi.org/10.1007/s10964-008-9345-0 Hofmann, N., & Óhidy, A., (2018). Mentoring-, Counselling- and Mediator Models to improve the Educational Situation of Sinti and Roma in Germany. In the International Dawn of Learning! 41 Dialogues on Education: Past and Present IDE – Online Journal 5(1). Óhidy A. , Comes N. , & Pikula N. (2020). Mentoring programmes for disadvantaged children in selected European countries. Hungarian Educational Research Journal. 10(3). Preston, J. M., Prieto-Flores, Ò., & Rhodes, J. E. (2019). Mentoring in Context: A Comparative Study of Youth Mentoring Programs in the United States and Continental Europe. Youth & Society, 51(7), 900-914. https://doi.org/10.1177/0044118X18813700 Rhodes, J. E., & DuBois, D. L. (2008). Mentoring relationships and programs for youth. Current Directions in Psychological Science, 17(4). https://doi.org/10.1111/j.1467-8721.2008.00585.x Sapiro, B., & Ward, A. (2020). Marginalized youth, mental health, and connection with others: A review of the literature. Child & Adolescent Social Work Journal, 37(4). https://doi.org/10.1007/s10560-019-00628-5 Statistical Office of the Republic of Serbia, & UNICEF. (2019). Serbia Multiple Indicator Cluster Survey and Serbia Roma Settlements Multiple Indicator Cluster Survey, 2019, Survey Findings Report. Statistical Office of the Republic of Serbia and UNICEF. United Nations, Office of the High Commissioner for Human Rights (OHCHR) (2020), Social Inclusion and Poverty Reduction Unit of the Republic of Serbia - Mapping of Substandard Roma Settlements according to risks and access to rights in the Republic of Serbia.