Publications & Research

This page provides links to publications and research by members of the Global Youth Mentoring Network.  Mentoring publications from other organisations can be accessed under the ‘Links’ pages of this website.

Policy and Practice Briefings: 

School Based Mentoring:  Frequently Asked Questions – Francisco Simoes

FAQ SBM topics

Publications by members

Czech Republic

Málková, G. (2009). Zprostředkované učení (Mediated learning) . Praha, Portál.

Brumovská, T., Seidlová Málková, G. (2010). Mentoring. Výchova k profesionálnímu dobrovolnictví (Professional Mentoring in Education). Praha, Portál.

Seidlová Málková, G. (2015) Vývojový vztah fonematického povědomí a znalosti písmen (Developmental relationship of phoneme awareness and letter knowledge). Praha. Togga.


Clayden, J. and Stein, M. (2005) Mentoring young people leaving care ‘Someone for me’, Joseph Rowntree Foundation, York.


Brady, B, Dolan, P. Canavan, J. (2015) ‘‘He told me to calm down and all that’: a qualitative study of social support types in a youth mentoring programme’.Child And Family Social Work.
Brady, B., Dolan, P., Canavan, J. (2014) ‘What added value does peer support bring?: Insights from principals and teachers on the utility and challenges of a school based mentoring programme’.Pastoral Care In Education, 32, No. 4, December 2014.
Brady, B. and Curtin, C. (2012) Big Brothers Big Sisters Comes to Ireland: A Case Study in Policy Transfer. Children and Youth Services Review, Vol. 34, Issue 8, pp. 1433-1439.
Brady, B., O’Regan, C. (2009) Meeting the challenge of doing an RCT evaluation of youth mentoring in Ireland:  a journey in mixed methods. Journal of Mixed Methods Research.  Vol. 3, No. 3, July 2009.
Brady, B. and Dolan, P. (2009) Youth mentoring as a tool for community and civic engagement:  reflections on findings of an Irish research study. Community Development. Vol. 40, Issue 4, 359.
Dolan, P., Canavan, J. Brady, B. (2008) Youth mentoring and the parent-young person relationship:  considerations for research and practice.  Youth & Policy, No. 99, Spring 2008.
Brady, B., Dolan, P.  (2007) Youth mentoring in Ireland: weighing up the benefits and challenges, Youth Studies Ireland. Vol. 2, No. 1. Irish Youth Work Press.
Research Reports
Dolan, P., Brady, B., O’Regan, C., Russell, D., Canavan, J., Forkan, C. (2011) Big Brothers Big Sisters of Ireland: Evaluation Study: Report One: Randomised Controlled Trial and Implementation Report. Galway: Child & Family Research Centre.
BBBS Ireland Report 1 – Quantitative
Dolan, P., Brady, B., O’Regan, C., Russell, D., Canavan, J., Forkan, C. (2011) Big Brothers Big Sisters of Ireland: Evaluation Study: Report Two: Qualitative Evidence. Galway: Child & Family Research Centre.
BBBS Ireland Report 2 – Qualitative
BBBS Ireland Report 3 – summary
Brady, B., Canavan, J., Cassidy, A., Garrity, S., O’Regan, C. (2012) Mobilising Peer Support in Schools: An Evaluation of the BBBS school based mentoring programme. Dublin: Foróige Best Practice Unit.

BBBS Schools programme Evaluation Report

Northern Ireland

Pinkerton, J. (2011) Constructing a global understanding of the social ecology of leaving out of home care Children and Youth Services Review. 33 , 12, p. 2412-2416.


Mendonça, C., & Simões, F. (2018, in press). Disadvantaged youths’ well-being: The role of gender, age, and multiple social support patterns, Child Indicators Research.
Simões, F., Calheiros, M., Silva, M., Sousa, Á., & Silva, O. (2017). Total and Attuned Multiple Autonomy Support and the Social Development of Early Adolescents. Journal of Child and Family Studies.
Simões, F., Calheiros, M., & Alarcão, M. (2018). Socioeconomic status, multiple social support attunement and early adolescents’ social development. Journal of Community Psychology,
Simões, F., & Alarcão; M. (2014). The moderating role of perceived competence in learning on mentored students’ school performance. Learning and Individual Differences, 32, 212-218. DOI: 10.1016/j.lindif.2014.03.009.
Simões, F., & Alarcão, M. (2014)Teachers and school-based mentors for at-risk students: A qualitative study. Child and Youth Care Forum, 43(1), 113-133. DOI: 10.1007/s10566-013-9228-8
Simões, F., & Alarcão, M. (2014). Mentors and Teachers: Testing the effectiveness of simultaneous roles on school performance from a basic psychological needs satisfaction perspective. Instructional Science, 42(3), 465-483. DOI: 10.1007/s11251-013-9288-z.
Simões, F., & Alarcão, M. (2014). Promoting well-being in school-based mentoring through the satisfaction of basic psychological needs: Does it really count? Journal of Happiness Studies, 15(2), 407-424. DOI 10.1007/s10902-013-9428-9.




Philip, KL. & Spratt, JC. (2006). A synthesis of published research on mentoring and befriending. Mentoring and Befriending Foundation, Manchester, United Kingdom.


Prieto-Flores, Ò., Feu, J., and Casademont, X. (in press). Assessing Intercultural Competence as a Result of Internationalization at Home efforts: A Case Study from the Nightingale Mentoring Programme. Journal of Studies in International Education. This will be published online soon.
Feu, J. (2015). How an intervention project contributes to social inclusion and cohesion of adolescents and young people of foreign origin. Children and Youth Services, 52, 144.149.
Prieto-Flores, Ò. & Feu, J. (2015). Aspirations and Expectations of Immigrant and Ethnic Minority Students in Spain. Review of European Studies, 7(12), 121-132.
Feu, J., Prieto-Flores, Ò., Besalú, X. and Planas, A. (2013). La mentoria en el camp de les minories ètniques: Avaluació del projecte Rossinyol i presentació d’indicadors susceptibles de ser generalitzats. In Generalitat de Catalunya. Recerca i Immigració, V. Barcelona: Conselleria de Benestar Social i Familia.
Contreras, A., Munté, A., Prieto-Flores, Ò. & Sordé, T. (2012). Immigrant and Native Romani women: Building alliances and developing shared strategies. Journal of Ethnic and Migration Studies, 38 (8), 1233-1249.

South Africa