Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review

Introduction Mentoring programs for youth are widely recognized as effective means of promoting positive developmental outcomes. Despite numerous studies measuring the effectiveness of school-based mentoring (SBM) programs, no existing studies have surveyed this literature to determine evaluative priorities regarding outcome domains and the measures employed. The present study also aimed to respond to a gap in the literature on SBM, in which limited Systematic Literature Reviews (SLR) on program assessment and effectiveness resulted in an underestimation of mentoring effects. Methods Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 27 studies published between 2010 and January 2025 met the inclusion criteria, and their results were qualitatively synthesized. Results and discussion The review resulted in four main domains: school functioning, psychological well-being, social and interpersonal functioning, and substance use and behavioral conduct. Most studies have focused primarily on youth school functioning, highlighting the need for greater emphasis on other domains of outcome assessment when promoting positive youth development through mentorship. The findings indicate that SBM programs are a promising intervention for a diverse range of school populations.