Mentoring teenagers to reduce bullying in Adeleke University High School, Ede, Osun State of Nigeria

Abstract

Bullying among teenagers is common in schools nowadays, especially among preteens and teenagers. Various methods have been used in the past to address this social challenge among secondary school students, but what is happening today in schools shows that bullying is still prevalent among teenagers in secondary school. Hence, this project aimed to develop, implement, and evaluate a mentoring strategy to reduce the impact of bullying on teens at Adeleke University High School. A pre-post descriptive methodology was used to compare a cohort of students who participated in the mentoring program. Teachers are trained to be mentors offer support and aid to students who have been bullied or are affected by it. The project aimed to empower students and foster resilience by creating a safe and welcoming environment. Informants included administrators, instructors, counsellors, parents, the disciplinary committee, and students. Notably, five (5) individuals worked as study assistants for the researcher. Data collection, processing, and analysis were done concurrently using Statistical Process Simulation (SPS). The quantitative method yielded useful data for developing an intervention. However, the intervention was deployed two weeks after it was developed in the school and consisted of three activities: data collecting, mentor training, and mentors mentoring students. This study adopted quantitative research methods. Questionnaires were effective for gathering data before and after the intervention plan was implemented. The processed data was used to evaluate the program's effectiveness. The evaluation indicated significant gains (90%) in students' positive involvement with one another and academic performance when compared to before the intervention was implemented. The results indicated that the intervention had a positive impact on both students and the school environment. Furthermore, feedback from both mentors and students underlined the significance of the mentoring relationships developed and used throughout the program. These interactions not only promoted a feeling of community at Adeleke University High School but also helped pupils gain self-esteem and motivation. As a result, the school administration is considering expanding the program to include more students and resources to preserve the current positive momentum in an environment where students feel respected and empowered.