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School-Based Mentoring as Selective Prevention for Bullied Children: A Preliminary Test

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Abstract

This preliminary study tested the benefits of school-based lunchtime mentoring as a form of selective prevention for bullied children. Participants were 36 elementary school children in grades 4 and 5 who had been identified as bullied (based on child and teacher reports). Children in the Lunch Buddy program (n = 12) were paired with a college student mentor who visited twice each week during the spring semester of an academic year. Also participating were 24 matched-control children; 12 were from the same school as Lunch Buddy children (“Same” controls) and 12 were from a school different from that of Lunch Buddy children (“Different” controls). Results indicated that compared to Different control children, Lunch Buddy children experienced significantly greater reductions in peer reports of peer victimization from fall to spring semesters. Lunch Buddy children and mentors viewed the relationship as positive, and parents and teachers were very satisfied with Lunch Buddy mentoring. We discuss the implications of our findings for both research and practice.

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Notes

  1. Fifth-grade children at this school did not participate because they (and their teachers) were dealing with the tragic death of a classmate earlier in the year.

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Acknowledgments

This research was supported by grants from the College of Education and Health Professions and from the Marie Wilson Howells Endowment in the Department of Psychology at the University of Arkansas. The authors wish to thank the Springdale School District and its students and faculty, for their cooperation and participation.

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Authors and Affiliations

  1. University of Arkansas, Fayetteville, AR, USA

    L. Christian Elledge, Timothy A. Cavell & Rebecca A. Newgent

  2. Clinical Psychology Resident, Department of Psychiatry and Human Behavior, University of Mississippi Medical Center, 2500 North State Street, AH-317, Jackson, MS, 39216, USA

    L. Christian Elledge

  3. John Brown University, Siloam Springs, AR, 72761, USA

    Nick T. Ogle

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Correspondence to L. Christian Elledge.

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Elledge, L.C., Cavell, T.A., Ogle, N.T. et al. School-Based Mentoring as Selective Prevention for Bullied Children: A Preliminary Test. J Primary Prevent 31, 171–187 (2010). https://doi.org/10.1007/s10935-010-0215-7

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