Learning Mentor


    Learning mentors provide support and guidance to help school pupils who are experiencing difficulties in learning due to social, emotional or behavioural problems.

    As a learning mentor, you’ll provide a complementary service to teachers and other staff, addressing the needs of learners who require help in overcoming barriers to learning in order to achieve their full potential.

    You will work with a range of learners, but give priority to those who need the most help, especially those experiencing multiple disadvantages.


    Employers of Learning Mentors

    As a learning mentor, you will generally work with assigned individuals or as part of a team in primary and secondary schools, academies and colleges.

    You could work in other areas, such as special schools, and further education colleges.



    • working with school staff to select pupils for mentoring
    • discussing the aims of mentoring with pupils
    • supporting under-performing pupils inside and outside of the classroom
    • agreeing and writing action plans
    • making home visits to talk to parents about issues and to offer advice about strategies to deal with problems
    • liaising with schools, teachers, social workers and educational psychologists and making referrals where appropriate
    • organizing and running drop-in sessions and music and sports events for pupils
    • aiding pupils with the transition to secondary education
    • helping pupils to increase their confidence and self-esteem by listening to them and devising appropriate strategies



    There are routes to becoming a learning mentor for both graduates and school leavers. It can be helpful to have a degree or a diploma in psychology or social science. In particular, the following subjects may improve your chances:

    • early childhood years;
    • education;
    • English;
    • maths;
    • psychology;
    • social science;
    • social work.



    • excellent communication and listening skills;
    • the ability to analyze problems and devise solutions;
    • assertiveness in dealing with pupils and fellow professionals;
    • determination to see problems and solutions through to the end;
    • the ability to empathize;
    • a non-judgemental approach;
    • organizational and time management skills;
    • the ability to relate to young people and adults;
    • the capacity to motivate and act as a role model;
    • negotiation skills;
    • flexibility and adaptability, as well as the ability to work well under pressure;
    • report writing skills and the ability to maintain accurate records;
    • a commitment to equality and diversity;
    • an understanding of confidentiality and the handling of sensitive information;
    • a commitment to safeguarding.