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Mentoring Improves the School-to-work Transition of Disadvantaged Adolescents

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  • Sven Resnjanskij
  • Jens Ruhose
  • Katharina Wedel
  • Simon Wiederhold
  • Ludger Woessmann

Abstract

Mentoring programs can strongly improve the transition from school to work for disadvantaged adolescents Results from our field experiment indicate that a German mentoring program markedly boosts school achievement, patience, and labor-market orientation of students from highly disadvantaged backgrounds The effects on math grades and labor-market orientation extend beyond the end of the program Three years after program start, the mentoring program substantially increases the share of disadvantaged adolescents who start an apprenticeship, a vital step for success in the German labor market The results show that substituting a lack of family support with other adults can help disadvantaged children in adolescence

Suggested Citation

  • Sven Resnjanskij & Jens Ruhose & Katharina Wedel & Simon Wiederhold & Ludger Woessmann, 2024. "Mentoring Improves the School-to-work Transition of Disadvantaged Adolescents," EconPol Forum, CESifo, vol. 25(01), pages 25-28, January.
    • Handle: RePEc:ces:epofor:v:25:y:2024:i:01:p:25-28
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