| Abstract: | This prospective, mixed‐method study investigates the development of school‐based mentoring relationships using direct observations, in‐depth interviews, and questionnaires from the perspective of mentors and students. A pattern‐oriented analysis of qualitative data explores the diversity observed in the life‐course of mentor‐student relationships. Systematic variation in developmental trends across relationships revealed four distinctive groupings. Some relationships showed progressive improvement in strength and quality. Others started well but reached a plateau and did not become particularly close. A third group struggled throughout to make a connection. Finally, some relationships succeeded after a breakthrough to overcome their challenges. These inductively derived categories are corroborated and supplemented with quantitative data regarding relationship quality. The study reveals the heterogeneity of relationship trajectories within school‐based mentoring programs. |
