Secondary school advisors as mentors and secondary attachment figures

Abstract

Abstract The teacher–student relationship is vital to student outcomes in secondary school. Unfortunately, the transition from elementary to secondary school is associated with a decrease in the quality or supportiveness of this relationship. In response, some secondary schools implement advisory programs, in which a teacher/advisor meets periodically with a small group of students over an extended period. This study examined whether students (N=209) in two small secondary schools would nominate the advisor as part of their attachment hierarchy. Our results indicated that 40% of the sample considered their advisor to be a secondary attachment figure; further, those that did nominate their advisor reported greater engagement in school and demonstrated greater gains in achievement and adjustment compared to those who did not. A relationship assessment instrument from the attachment literature (RSQ) was found to be more efficacious at predicting student outcomes when compared to instruments used in previous mentoring and relationship research. © 2010 Wiley Periodicals, Inc.

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