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Improving pupil wellbeing and family engagement through a bespoke Learning Mentor model in a primary school
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Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: Devonshire Primary School, located in one of England's most deprived areas, initiated a Learning Mentor (LM) program to tackle the complex needs of its pupils and their families. With a significant percentage of students qualifying for pupil premium and many facing social and emotional challenges, the school aimed to create a supportive environment to enhance student wellbeing and parental engagement.
Aims: The primary aim of the LM initiative was to provide holistic and proactive support through dedicated staff who would foster trust and act as connections between the home and school environments. The project sought to formalize the roles of Learning Mentors, ensure consistent support for pupils, and facilitate improved family engagement.
Methods: The school recruited two full-time Learning Mentors selected for their empathy and ability to connect with families. Training for the mentors included trauma-informed practice, safeguarding, mental health first aid, and behavior management. Their roles were designed to be flexible, allowing them to respond to immediate needs, lead engagement activities with families, and deliver targeted interventions throughout the school day.
Findings: The initiative yielded substantial results, with increased parental participation in LM-led programs, growing from 12 to 86 participants. Coffee mornings became popular community engagement events, and a waiting list for LM courses emerged. Notably, the case of Pupil J demonstrated the positive impact of tailored support, leading to significant improvements in his emotional regulation and increased family involvement in his education.
Implications: The Devonshire Learning Mentor model offers valuable insights for other schools facing similar challenges. Key principles for success include the importance of careful recruitment, comprehensive and ongoing training, and the integration of LM roles into school systems. The ability to measure the program's impact and ensure its flexibility to adapt to school-specific contexts can enhance its sustainability and effectiveness, potentially inspiring other institutions to adopt similar supportive frameworks.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), learning mentors, family engagement