Date of Graduation

5-2025

Document Type

Thesis

Degree Name

Bachelor of Arts in Psychology

Degree Level

Undergraduate

Department

Psychological Science

Advisor/Mentor

Cavell, Tim

Committee Member

Terrell, Amanda

Second Committee Member

Chapman, Kate

Abstract

Research suggests school-based mentoring is a promising strategy for helping children who experience school bullying and peer victimization. Lunch Buddy Mentoring (LBM) is a school-based mentoring program that places mentors in the lunchroom and has them sit with the mentee and peers at the lunch table. Research shows that LBM is positively perceived by both parents and teachers, but there is little research on the perceptions of LBM held by children at the lunch table. Negative perceptions of LBM by children who sit with the mentor could reduce its success by further isolating or victimizing children it aims to support and by raising concerns about LBM in the eyes of teachers and parents. This study assessed children’s perceptions of LBM via individual interviews conducted with 16 elementary-aged students, four who were mentees and twelve who were nearby lunch mates. Children were interviewed in the fall semester and again in the spring semester, and a total of 26 interviews were conducted. All interviews were transcribed and coded, and thematic analysis of these qualitative data interviews revealed four key themes: a) Positive Social Dynamic, including enjoyment and an improved lunchtime atmosphere, b) Communication and Interactions, with a focus on the integration of playful activities, c) Social Connection and Relationships, focusing on feelings of relatability and support, and d) Mentor Viewed Positively. These themes indicate a positive perception of LBM from the perspective of children seated at the lunch table.

Keywords

Lunch Buddy Mentoring; child perception; school-based mentoring; parent and teacher perception; positive perception

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