Abstract

There is a significant lack of empirical evidence regarding the effectiveness of peer mentoring to support newcomer students, particularly for refugee populations. This study evaluated the effects of a peer mentor program for newcomer students on their feelings of peer connectedness and school belonging in a high school setting. Participants were made up of 15 newcomer student mentees across three high schools. Measures were administered pre- and post-intervention, and participants were also interviewed about their experience. Results indicated no quantitative findings of significance but did yield a small positive effect size for peer connectedness. According to qualitative data, many participants found the program helped them develop friendships, navigate their school, and increase overall feelings of belonging, particularly because of the peer connections they made. These results suggest that while school supports targeting initial adjustment may be beneficial, focusing on elements that help to develop positive peer relationships is especially important for programs that aim to effectively foster feelings of belonging.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2026-06-20

Document Type

Thesis

Keywords

peer mentoring, refugee, immigrant, adolescent, belonging

Language

english

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