Program
Education K-12 M.A.
Number of Pages
58
Year Approved
2025
First Advisor
Amie Grubidge
Second Reader
Lisa Silmser
Abstract
This thesis explores the academic and social outcomes of peer mentoring for students with disabilities, as well as the outcomes for peer mentors themselves. Through a review of research, the findings indicate that peer tutoring and mentoring have significantly improved academic outcomes in various areas, including reading comprehension, math problem-solving, and increasing content knowledge in subjects such as social studies, for students with disabilities. Peer mentoring also fostered greater social inclusion by reducing bullying behaviors, improving student engagement, and classroom behavior. It was also found that peer mentors themselves experienced personal growth with greater leadership skills, self-esteem, empathy, and positive attitudes towards students with disabilities. While the results show many benefits to peer mentoring, there are limitations such as small sample size, short trials, and inconsistencies in styles of peer mentoring that suggest the need for further research. The findings support the idea that peer mentoring is an effective tool that can promote academic success, social growth, and a more inclusive environment for all students.
Degree Name
Education K-12 M.A.
Document Type
Masterʼs thesis
Recommended Citation
Peterson, M. (2025). Peer Mentoring in Education: Academic and Social Outcomes for Students With Disabilities [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1210
Terms of Use and License Information
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