Peer-Mentoring for Students with Disabilities – A Preliminary Study in Norwegian Higher Education

Abstract

The number of students with disabilities in higher education is increasing. Despite governmental and institutional support, students with disabilities often have poorer progression and are at a higher risk of dropping out than their nondisabled peers. Peer mentoring has been practiced in higher educational institutions to help students with disabilities in successful transition to higher education, participating social activities, enhancing retention, and achieving academic success. However, there is a lack of research concerning different stakeholders involved in peer-mentoring process and their experiences and challenges, particularly in different social contexts. In this study we have carried out interviews with support service personnel, mentors and mentees in the Norwegian context. The results show positive outcomes from the mentoring process as well as challenges that need to be addressed, particularly in the organization of the mentor program and the responsibilities of the different stakeholders. Further research should focus on a wider spectrum of social contexts in which the mentoring programs are organized.