Dr. Kranzler’s programs have produced improved outcomes in academic success, self esteem, peer relationships, family relationships and feelings of connection to the institution providing the mentoring.

One of Dr. Kranzler’s programs has produced a 75% increase in self esteem and another found that 75% of the mentees reported improved social interactions. Studies that can be found in professional journals show that well run mentoring programs have a strong tendency to produce these same results. Researchers in Hong Kong found that mentoring improved not only academic performance but also attitudes towards academics as well⁵. Another study⁶ compared mentored and non-mentored students with low grades and found that mentored students had significantly improved grades.

In terms of self esteem, a study of the New York chapter of Big Brothers/Big Sisters of America found that 83% of their mentees had great improvement in self esteem³. The SMILE (Study of Mentoring in the Learning Environment) study of the Communities in Schools of San Antonio Mentoring Program, a study of over 512 youth, found significant gains in self esteem in their mentored population as well⁴.

A study of Hong Kong students receiving mentoring services found gains in prosocial behavior, peer relationships and social skills⁵. Another study found that parents of mentored youth found a high level of improvement of functioning in the home³. When comparing mentored and non-mentored students researchers found significantly greater sense of connection to community and goal setting in mentored youth than non mentored youth⁶.

Mentoring not only produces positive outcomes, it prevents negative behaviors. One study of disadvantaged youth found that those who had mentors engaged in less destructive behaviors to others and themselves². Another study conducted by the University of Nebraska at Omaha’s School of Social Work found that mentoring significantly decreased aggressivity in youth from high crime and violent neighborhoods⁹. A study of youth mentoring found that youths with mentoring relationships of at least 12 months were less likely to use drugs than those who did not have mentors⁷.

In regards to fostering resilience, the ability to bounce back from and thrive in the face of negative life circumstances, one study found increased resilience in foster youth transitioning into the adult world as a result of mentoring¹. Another study focusing on adolescent mothers also found that mentoring promoted resilience⁸.

The impact of mentoring is not limited to youth. When adults have mentors they learn communication skills and safe risk-taking behaviors¹¹. Mentoring helps emerging adults confront and deal with the big questions in life and search for meaning and purpose¹². The research is also clear about how mentoring creates greater career success^{13 14 15}.

¹ Barron-McKeagney, T., Woody, J. D. & D’Souza, H. J. (2001). Mentoring at-risk Latino children and their parents: Impact on social skills and problem behaviors. Child & Adolescent Social Work Journal, 18(2), p. 119-136.

² Gordon, J., Downey J., & Bangert, A. (2013). Effects of a School-Based Mentoring Program on School Behavior and Measures of Adolescent Connectedness. School Community Journal (23)2, 227-249.

³ Keating, L.M., Toshima, M.A., Foster, S. & Alessandri, M. (2002). The effects of a mentoring program on at-risk youth. Adolescence, 37(148), p. 717-734.

⁴ Chan, C. C. & Ho, W.C. (2008). An ecological framework for evaluating relationship-functional aspects of youth mentoring. Journal of Applied Social Psychology, 38(4) p.837-867

⁵ Herrera, C., Baldwin Grossman, J., Kuah, T.J., & McMaken, J. (2009). Mentoring in Schools: An Impact Study of Big Brothers, Big Sisters School-Based Mentoring Public⁄Private Ventures, BBBS 2009

⁶ Campbell, T.A. & Campbell D.E. (1997) Faculty/Student Mentor Program: Effects on Academic Performance and Retention. Research in Higher Education, 38(6), p.727-742. Herrera, C. & Karcher, M.J. (2005). School-Based Mentoring. In D.L. Dubois & M.J. Karcher (Eds.). Handbook of youth mentoring. Thousand Oaks, CA: Sage Publications Ltd.

⁷ Portwood, S.G., Ayers, P.M., Kinnison, K.E., Waris, R.G., & Wise, D.L. (2005) Youth Friends: Outcomes from a school-based mentoring program. Journal of primary prevention, 26, 129-145.

⁸ Barron-McKeagney, T., Woody, J. D. & D’Souza, H. J. (2001). Mentoring at-risk Latino children and their parents: Impact on social skills and problem behaviors. Child & Adolescent Social Work Journal, 18(2), p. 119-136.

⁹ Gordon, J., Downey J., & Bangert, A. (2013). Effects of a School-Based Mentoring Program on School Behavior and Measures of Adolescent Connectedness. School Community Journal (23)2, 227-249.

¹⁰ Keating, L.M., Toshima, M.A., Foster, S. & Alessandri, M. (2002). The effects of a mentoring program on at-risk youth. Adolescence, 37(148), p. 717-734.

¹¹ Chan, C. C. & Ho, W.C. (2008). An ecological framework for evaluating relationship-functional aspects of youth mentoring. Journal of Applied Social Psychology, 38(4) p.837-867

¹² Herrera, C., Baldwin Grossman, J., Kuah, T.J., & McMaken, J. (2009). Mentoring in Schools: An Impact Study of Big Brothers, Big Sisters School-Based Mentoring Public⁄Private Ventures, BBBS 2009

¹³ Campbell, T.A. & Campbell D.E. (1997) Faculty/Student Mentor Program: Effects on Academic Performance and Retention. Research in Higher Education, 38(6), p.727-742. Herrera, C. & Karcher, M.J. (2005). School-Based Mentoring. In D.L. Dubois & M.J. Karcher (Eds.). Handbook of youth mentoring. Thousand Oaks, CA: Sage Publications Ltd.

¹⁴ Portwood, S.G., Ayers, P.M., Kinnison, K.E., Waris, R.G., & Wise, D.L. (2005) Youth Friends: Outcomes from a school-based mentoring program. Journal of primary prevention, 26, 129-145.

¹⁵ Portwood, S.G., Ayers, P.M., Kinnison, K.E., Waris, R.G., & Wise, D.L. (2005) Youth Friends: Outcomes from a school-based mentoring program. Journal of primary prevention, 26, 129-145.