Dear Editor,
During 1998 the Epidemiology Research Unit of the Tropical Medicine Research Institute, University of the West Indies conducted a study on the perceptions and experiences of violence among secondary school students in Kingston, Jamaica, and its environs. The areas surveyed were fights and safety at school; threats and attacks on teachers; threats and attacks on students; neighbourhood violence; the experience of violence outside school; attributed causes of fights; and the influence of the media. Among the several factors analysed were the perceptions of acceptable behaviour; the experiences and perceptions of violence; and concern about violence. It is with regard to initiatives of that nature that we should at the very least offer commendation to the Ministry of Education (MoE) for its launch of the National Mentoring Programme as part of its effort to address the problem of indiscipline in schools. Mentoring has proven to be an effective delinquency prevention strategy and can mean the difference between dropping out of school and graduating, or between getting involved with drugs and criminal gangs and developing the strength and self-confidence to resist such pressures. A carefully designed and well-run programme has the potential to provide positive influences for young people who may not have a good support system available to them.
Let us take the HIV/AIDS scenario where examples abound of young persons who may have lost a parent(s), or who are experiencing neglect or abuse or who may be lonely or uncomfortable in certain social situations. This vulnerable category of persons may especially benefit from the support, attention and kindness of a mentor, who comes equipped with special skills and other institutional supports. Under certain circumstances a peer mentorship model has proven effective where older youth are matched with young students in a one-on-one relationship, acting as role models providing guidance and support to face challenges associated with schoolwork; social issues, such as pressure to drink, smoke, or use drugs; family problems or tension; and other typical difficulties of growing up; and even to hang out or enjoy a lime. The model provides the important extra support that many younger people need to make it through a difficult period in their lives when peer pressure and the desire to fit in are strong influences.
An adult student mentor must be someone who will be a positive influence in a child’s life; an adult who has time for the child, who cares about that child, who believes in that child, and is committed to a long-term relationship with the child. The time a mentoring adult spends with the child may be the only stability the child knows and the only time anyone spends quality time with the child, and therefore a well thought-out and realistic mentoring framework must be determined. The foregoing notwithstanding, we should not expect mentors to supplant the parent or guardian; effect dramatic changes in attitudes, self-esteem or school attendance and behaviour; or provide solutions to all the issues facing student.
It is expected that anyone with the slightest pretensions to being a mentor should at a minimum be possessed of certain characteristics with respect to the mentored child including (and again not limited to) the capacity to engage in a positive relationship; the ability to communicate on the appropriate level; punctuality for sessions; the time to listen and give attention; have self-esteem, stability and the ability to react well to stressful situations; show tolerance in frustrating situations and avoid being judgmental; provide leadership and a positive role model; have no criminal record or be an abuser of alcohol or drugs; and be committed to nurturing a relationship of mutual respect.
It is important that we should not lose sight of the role that our communities can play in the positive development of the young mind. Communities can provide support through volunteerism where volunteers staff the programme in various capacities such as mentors, trainers or coordinators, with support from the private sector for the programme to be a success. Advisory boards or resource groups could be sourced from within the academic community to offer ideas on training, services, and activities.
Among the benefits of the mentorship programme are the support and guidance of a caring adult; assistance with academic endeavours; greater self-esteem and motivation to succeed; improved interpersonal relationships with peers, teachers and relatives; encouragement to avoid the use of drugs and alcohol; and assistance in choosing a career path. Mentors could expect to experience the satisfaction gained from their increased community involvement; making a new friend; gaining new experiences and knowledge about youth; and their contribution to the quality of the future workforce. The private sector’s participation can go a long way towards fostering good community relations and contributing to the quality of the future workforce, while the schools system could see improved student performance; improved student attendance; increased student retention; and positive student-body behaviour change.
Finally, the introduction of this programme would not absolve the MoE from its obligation to provide a safe space for all who operate within the school environment, including the teaching and auxiliary staff and the student body. It is in this regard that special care must be taken to ensure as far as is reasonably practicable that there are adequate monitoring systems in place for safety and security in schools consistent with Labour and Occupational Safety and Health requirements which the Ministry of Labour monitors stringently in work places.
Yours faithfully,
Patrick E Mentore
