Key Findings

Overall findings on mentoring

• Mentoring was having a significant positive impact on the learning of Māori students.
• Students involved in formal mentoring programmes were more likely to complete their courses and qualifications than other Māori learners attending the same institution.
• Also, while difficult to measure, anecdotal evidence suggested that informal mentoring had a positive impact on Māori learners.

Findings on successful programmes

• Mentoring was an important Māori student support activity, evident in the number of Māori-focused mentoring programmes based on Māori values, principles and practices supported at senior management level with dedicated infrastructure and resourcing.
• Mentoring programmes designed for all learners included culturally-relevant peer support options for Māori learners.
• Utilising data and information effectively helped to refine responsiveness to Māori students’ needs.
• Mentoring activities and services (including one-on-one, group and collective) encouraged long-term ‘whānau-like’ relationships.
• Mentoring activities and services that focused on the ‘holistic’ wellbeing (academic, cultural and personal) of Māori learners worked well.
• Programmes that contributed to community development and leadership also built up the capability of learners to ‘give back’ to their communities and to the educational institution.
• Mentoring programmes were another way to support Māori learners to develop their identity as Māori.

Findings on good practice mentoring

• Mentoring that was kaupapa Māori-based or culturally relevant was considered good practice.
• Programmes utilising data to inform responsiveness worked well.
• It was good practice to use mentoring as a way to set high expectations of students.
• Mentoring was a good way to support cultural identity.
• Mentoring could involve community development and leadership.

Key Recommendations

Compare mentoring with other forms of support | The extent to which mentoring contributes to raised Māori student achievement levels, in comparison to other forms of student support, should be the topic of further research.

Consider Māori student perspectives | Research into good mentoring practice from Māori student perspectives should be another priority.

Explore informal mentoring | Measuring and reporting on the success of informal mentoring relationships, and the link between informal mentoring and Māori student achievement outcomes should be a research area for consideration.

Identify optimal level of cultural support | An examination of support for Māori learners in institutions that offer both kaupapa Māori-based, Māori-focused support options and ‘mainstream’ support options that incorporate Māori values and practices should be carried out to determine what an optimal level of cultural support is in respect of student support pedagogies.