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The Effectiveness of Mentoring Middle School Boys Experiencing Adverse Childhood Experiences: Check-in Check-out Intervention
A qualitative case study rich in details regarding the lived experiences of middle school boys with Adverse Childhood Experiences (ACEs) participating in a Positive Behavioral Interventions and Supports (PBIS) Tier-II Intervention, Check-in Check-out, was conducted and analyzed to determine whether a relationship with an adult mentor on campus affected academic achievement. The literature reveals students who have experienced ACEs are at an increased risk of having long-term effects on learning, behavior, and health. According to the literature, having a mentor has positively impacted students’ lives considered at-risk or who have experienced ACEs. When an intervention such as PBIS is implemented well, students achieve improved social and academic outcomes. Students’ thoughts on their relationship with a mentor through the PBIS intervention were obtained through interview questions. Analysis and coding produced seven themes which were then further analyzed through the lens of their effect on academic achievement (academics, classroom behavior, and attendance). The interpretation suggests middle school-aged male students who form a positive relationship with a mentor are more likely to achieve academically. The data can be useful to districts implementing mentorship programs, and future research can focus on students who are not participating in an intervention.