Improve Student Outcomes Through Peer Mentorship

Last updated: August 17, 2025 · Author: Mark Ciubal

On this page
  1. Why Peer Mentorship Works
  2. Mechanisms of Impact
  3. Using Grade Academy’s Social Analysis
  4. Selected Evidence
  5. Bibliography (Chicago · APA · MLA)
  6. FAQ

Summary: Evidence across multiple studies shows peer mentoring improves GPA, short‑term retention, belonging, and help‑seeking. Impacts are strongest with mentor training, clear roles, and regular touchpoints[1, 2, 3].

Why Peer Mentorship Works

Well‑designed peer mentoring programs produce consistent gains in academic performance, retention, and well‑being[1, 2]. In scalable near‑peer models for first‑year biology students, mentoring correlated with higher gateway course grades and improved short‑term retention[3].

Mechanisms of Impact

  • Belonging & integration: Mentoring strengthens social ties and community membership, key predictors of persistence[1, 4].
  • Study behaviors & metacognition: Near‑peer mentors model strategies, planning, and exam prep[3].
  • Navigation & resource use: Mentors normalize help‑seeking and connect students to tutoring/advising[5, 4].

Using Grade Academy’s Social Analysis to Seed Mentoring Groups

Grade Academy can identify clusters of students with complementary strengths and needs by analyzing shared courses, prior collaboration, and academic progress. Using social‑network analysis, administrators can form near‑peer clusters matched to upcoming course demands.[6, 7].

  1. Map relationships: Build a graph from co‑enrollment and study interactions.
  2. Detect communities: Use community detection to create clusters; prefer mentors with bridging roles.
  3. Match needs: Align mentees’ target courses with mentors who recently excelled in them.
  4. Ensure equity & consent: Opt‑in matching; avoid sensitive attributes; audit outcomes.
  5. Instrument outcomes: Track touchpoints, belonging, and course results to iterate.

Selected Evidence (Hyperlinked)

Bibliography

Styles included: Chicago (Notes–Bibliography), APA 7th, and MLA 9th.

Chicago (Notes–Bibliography)

  1. Le, Huong‑Giang, Sarin Sok, and Kimkong Heng. “The Benefits of Peer Mentoring in Higher Education: Findings from a Systematic Review.” Journal of Learning Development in Higher Education, no. 31 (September 2024). Accessed August 17, 2025. https://files.eric.ed.gov/fulltext/EJ1447398.pdf.
  2. Gehreke, Lennart, et al. “Effectiveness of Peer Mentoring in the Study Entry Phase: A Systematic Review.” Review of Education (January 16, 2024). Accessed August 17, 2025. https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/rev3.3462.
  3. Wilton, Mike, Daniel Katz, Anthony Clairmont, Eduardo Gonzalez‑Niño, Rolf E. Christoffersen, and Jordan H. Rothman. “Improving Academic Performance and Retention of First‑Year Biology Students through a Scalable Peer Mentorship Program.” CBE—Life Sciences Education 20, no. 4 (2021): ar63. https://doi.org/10.1187/cbe.21-02-0039.
  4. Teshera‑Levye, Jennifer, and Heather D. Vance‑Chalcraft. “Peer Mentorship and Academic Supports Build Sense of Community and Improve Outcomes for Transfer Students.” Journal of Microbiology & Biology Education 25, no. 1 (2024): e00163‑23. https://doi.org/10.1128/jmbe.00163‑23.
  5. Graham, Michael, Ivan Wayne, Stephanie Persutte‑Manning, Stephanie Pergantis, and Angela Vaughan. “Enhancing Student Outcomes: Peer Mentors and Student Transition.” International Journal of Teaching and Learning in Higher Education 34, no. 1 (2022): 1–14. https://files.eric.ed.gov/fulltext/EJ1363722.pdf.
  6. Grade Academy. “Grade Academy — Data‑Driven Decisions for Brighter Futures.” Accessed August 17, 2025. https://grade.academy/.
  7. Grunspan, Daniel Z., Benjamin L. Wiggins, and Sarah L. Goodreau. “Understanding Classrooms through Social Network Analysis: A Primer for CBE—Life Sciences Education.” CBE—Life Sciences Education 13, no. 2 (2014): 167–178. https://doi.org/10.1187/cbe.13-08-0162.

APA 7th

  • Le, H.‑G., Sok, S., & Heng, K. (2024). The benefits of peer mentoring in higher education: Findings from a systematic review. Journal of Learning Development in Higher Education (31). https://files.eric.ed.gov/fulltext/EJ1447398.pdf
  • Gehreke, L., et al. (2024). Effectiveness of peer mentoring in the study entry phase: A systematic review. Review of Education. https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/rev3.3462
  • Wilton, M., Katz, D., Clairmont, A., Gonzalez‑Niño, E., Christoffersen, R. E., & Rothman, J. H. (2021). Improving academic performance and retention of first‑year biology students through a scalable peer mentorship program. CBE—Life Sciences Education, 20(4), ar63. https://doi.org/10.1187/cbe.21-02-0039
  • Teshera‑Levye, J., & Vance‑Chalcraft, H. D. (2024). Peer mentorship and academic supports build sense of community and improve outcomes for transfer students. Journal of Microbiology & Biology Education, 25(1), e00163‑23. https://doi.org/10.1128/jmbe.00163-23
  • Graham, M., Wayne, I., Persutte‑Manning, S., Pergantis, S., & Vaughan, A. (2022). Enhancing student outcomes: Peer mentors and student transition. International Journal of Teaching and Learning in Higher Education, 34(1), 1–14. https://files.eric.ed.gov/fulltext/EJ1363722.pdf
  • Grade Academy. (2025). Grade Academy. https://grade.academy/
  • Grunspan, D. Z., Wiggins, B. L., & Goodreau, S. M. (2014). Understanding classrooms through social network analysis. CBE—Life Sciences Education, 13(2), 167–178. https://doi.org/10.1187/cbe.13-08-0162

MLA 9th

  • Le, Huong‑Giang, et al. “The Benefits of Peer Mentoring in Higher Education: Findings from a Systematic Review.” Journal of Learning Development in Higher Education, no. 31, 2024. Web. 17 Aug. 2025. <https://files.eric.ed.gov/fulltext/EJ1447398.pdf>.
  • Gehreke, Lennart, et al. “Effectiveness of Peer Mentoring in the Study Entry Phase: A Systematic Review.” Review of Education, 2024. Web. 17 Aug. 2025. <https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/rev3.3462>.
  • Wilton, Mike, et al. “Improving Academic Performance and Retention of First‑Year Biology Students through a Scalable Peer Mentorship Program.” CBE—Life Sciences Education, vol. 20, no. 4, 2021, ar63. Web. <https://doi.org/10.1187/cbe.21-02-0039>.
  • Teshera‑Levye, Jennifer, and Heather D. Vance‑Chalcraft. “Peer Mentorship and Academic Supports Build Sense of Community and Improve Outcomes for Transfer Students.” Journal of Microbiology & Biology Education, vol. 25, no. 1, 2024, e00163‑23. Web. <https://doi.org/10.1128/jmbe.00163-23>.
  • Graham, Michael, et al. “Enhancing Student Outcomes: Peer Mentors and Student Transition.” International Journal of Teaching and Learning in Higher Education, vol. 34, no. 1, 2022, pp. 1–14. Web. <https://files.eric.ed.gov/fulltext/EJ1363722.pdf>.
  • “Grade Academy — Data‑Driven Decisions for Brighter Futures.” Grade Academy, 2025. Web. 17 Aug. 2025. <https://grade.academy/>.
  • Grunspan, Daniel Z., Benjamin L. Wiggins, and Sarah L. Goodreau. “Understanding Classrooms through Social Network Analysis: A Primer for CBE—Life Sciences Education.” CBE—Life Sciences Education, vol. 13, no. 2, 2014, pp. 167–178. Web. <https://doi.org/10.1187/cbe.13-08-0162>.

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