Background: Ensuring the optimum development of all children and their attainment of age-appropriate educational outcomes is of great interest to public health researchers and professionals. Bullying and mentoring have opposite effects on child development and educational attainment. Mentoring exerts protective effects on youths against risky behaviors; however, the protective effects of community-oriented natural or informal mentoring on educational outcomes and bullying are largely underexplored. We examine associations between mentoring, bullying, and educational outcomes among US school-aged children 6-17 years.
Methods: We analyzed the 2011-2012 National Survey of Children's Health (N = 65,593) to estimate prevalence and odds of repeating a grade in school, lower school engagement, and bullying perpetration according to mentoring receipt and sociodemographic characteristics.
Results: Overall, 5.4% of US school-aged children without a mentor perpetrated bullying against other children; 11.4% repeated more than one grade in school; and 23.0% had low school engagement. Children without mentors had 2.1 and 1.3 times higher adjusted odds, respectively, of bullying other children and low school engagement than those with mentors. Proportion of children who bullied others or repeated grades was higher among minority children.
Conclusions: Findings indicate that mentoring may be a pathway for providing programs that prevent bullying and improve educational outcomes among school-aged children.
Keywords: National Survey of Children's Health; United States; bullying; educational outcomes; mentoring; school engagement; school-aged children.
Published 2019. This article is a U.S. Government work and is in the public domain in the USA.