Pilot randomized trial of brief school-based mentoring for middle school students with elevated disruptive behavior.

We report a pilot study of a brief (i.e., 10 sessions) goal-focused mentoring program for middle school students with elevated disruptive behavior. Students with high levels of school misconduct (n = 67) were randomly assigned to the program or school as usual. We collected multi-informant emotional, behavioral, and academic functioning assessments pre- and postintervention. Results indicate that the program produced significant positive changes in school behavioral infractions, math grades, students' report of emotional symptoms, and school problems. Mentors found the curriculum acceptable, understood the material from the manual, found implementing the curriculum feasible, and felt the program was congruent with the school mission. Mentors of less impaired students indicated that they desired additional support implementing the manual, perhaps indicating the program is overengineered for students with higher levels of impairment. The manuscript concludes with a discussion of considerations for future research and implementation, including the importance of integrating mentoring programs into existing support systems (e.g., multitiered systems of support) within the school context.