Project Director
Bailey, Andrew
Department Examiner
Wolcott, Adam
Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Abstract
This research study examines the impact of mentorship within the South Chattanooga Community Center’s after-school program, with a focus on elementary-aged students. The purpose of this study is to evaluate how one-on-one mentorship affects students’ academic development, behavior, and social-emotional learning. The program operates as a cost-free, five-day-a-week initiative designed to provide a safe and supportive environment for children who may lack consistent guidance outside of school. Using observational methods and direct interaction with students (quantitative and qualitative), this study examines mentorship influences key skills, including regulation, communication, relationship-building, and literacy abilities. It suggests that students who participate in the South Chattanooga after-school program demonstrate improvements in student behavior, increased confidence, and stronger foundational literacy abilities. Additionally, the presence of mentors fosters a sense of stability and trust, which contributes to a more positive learning experience. The results highlight the importance of mentorship programs in addressing both academic and social challenges faced by young students. According to Cohen's d test, there is a significant difference between students before and after half a year of participation in the mentorship program. This research supports the expansion of the South Chattanooga mentorship program as a practical and effective approach to improving student outcomes, particularly in underserved communities, while also strengthening community connections and relationships.
IRB Number
25-136
Degree
B. A.; An honors thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Bachelor of Arts.
Date
5-2026
Subject
Mentoring in education--Tennessee--Chattanooga; After-school programs--Tennessee--Chattanooga; Social-emotional learning
Discipline
Early Childhood Education
Document Type
Theses
Extent
35 leaves
DCMI Type
Text
Language
English
Rights
http://rightsstatements.org/vocab/InC/1.0/
License
http://creativecommons.org/licenses/by-nc-nd/4.0/
Date Available
6-1-2026
Recommended Citation
Morris, Ana G., "The effects of the South Chattanooga Mentorship Program on elementary school children" (2026). Honors Theses.
https://scholar.utc.edu/honors-theses/698
Department
Brock Scholars Program