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This paper outlines an early intervention programme based upon the belief that being proactive rather than reactive increases a student’s academic and social success. Twentyone students from a cohort of 40 who were identified as being ‘at risk’ participated in a threesession mentoring programme. Grade-point averages (GPAs) were recorded preand postintervention, for both the intervention group and those who did not participate in the programme. Results are interpreted through the lens of Attribution Theory – in which outcomes are related to how perceived challenges are addressed. The results show that, on average, the GPAs for those who received mentoring improved by 35% between semester 1 and semester 2, whereas the non-intervention group only increased their GPAs by an average of 15%.

Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’