This study aimed to evaluate the effectiveness of a unique online group mentoring program in preparing neurodivergent high school students for the transition to university. Of particular interest was whether a short-term program (8 weeks) in an online environment could impact transition and college readiness. We were also interested in the social validity of the program as students' preferences were prioritized in driving program content.
Eighty-three neurodivergent high school students were recruited across four cohorts. Students met online for one hour each week with trained undergraduate university mentors for eight weeks. Students completed the Transition Readiness Scale (TRS) and a customized College Readiness Measure (CRM) at the beginning and end of the mentoring program. Students also completed a weekly feedback survey in which they evaluated each session with open-ended responses that were analyzed thematically. These also served to gather mentees' suggestions on session content.
The TRS and CRM scores showed significant improvements. The participants showed an increased understanding of higher education, support systems and stress-reduction techniques. Qualitative analysis of the weekly survey identified three primary themes: (1) Comprehension and Clarity, (2) Encouraging Learning Environment and Structure of Sessions and (3) Mentor Supportiveness and Approachability. Participants expressed high levels of satisfaction.
The short-term, online group design of the Horizons Mentoring Program resulted in significant improvements in transition and college readiness for neurodivergent high school students. The mentee-driven approach in directing session content ensured their opinions and preferences shaped program meetings and discussion topics and that the meetings were helpful, affirming and informative. Additional feedback at the end of the program incorporated mentee voices into both the evaluation and implementation phases. The Horizons program model is an effective tool for improving college preparedness among neurodivergent high school students.
