摘要：AbstractAimThis study explored the experiences of mentees, mentors and teachers who participated in the pilot delivery of the Mentoring for Achievement Programme (MAP) in Irish schools.MethodA qualitative method with quantitative elements was used. A thematic analysis of focus groups with mentees and semi-structured interviews with teachers and mentors was conducted. Strength and Difficulties Questionnaires (SDQ) and school attendance were also analysed.ResultsThree key themes identified were Goals and Purpose of MAP, Impact and Benefits of MAP and Teacher, Mentor and Mentee Programme Recommendations. No significant difference was found in the SDQ scores and attendance records.ConclusionsClinical implications and future directions are discussed.
