Maximising Impact: Why Two Terms of Mentoring Make a Lasting Difference

At Think for the Future, we are committed to delivering evidence-based support to schools, ensuring that improvements in behaviour, suspension rates, attendance, and overall student wellbeing are both meaningful and sustainable. Our aim is not just to provide short-term solutions, but to create real, lasting change that benefits students throughout their school journey and beyond.

Through Purple, our dedicated impact analysis platform, we have been able to track trends, behaviours, and outcomes across our partner schools. One key finding has emerged consistently: students who engage with our behaviour and mentoring provision for two full terms demonstrate significantly greater improvements in their impact data compared to those who participate for only half a term.

Why is this the case? The first term plays a crucial role in setting the foundations. During this time, students typically focus on building a trusting relationship with their mentor, developing confidence in the sessions, and becoming familiar with the strategies and approaches introduced. This period is vital for creating a safe and supportive environment where students feel able to reflect, explore challenges, and begin to shift their mindset. It is only once this trust and understanding are firmly in place that real change can start to happen.

It is during the second term that students begin to consistently apply what they have learned. The strategies, skills, and behaviours explored during the sessions start to translate into their day-to-day classroom experience, resulting in measurable improvements not only in behaviour and attendance but also in their engagement with learning, resilience, and overall emotional wellbeing.

This approach is supported by behavioural science. Research published in the European Journal of Social Psychology found that it takes on average 66 days to form a new habit. In other words, sustained change doesn’t happen overnight. For many young people, particularly those navigating complex challenges, consistent mentoring over a prolonged period is essential for new strategies to become embedded and truly effective.

Additionally, adolescent brains are still developing key areas responsible for impulse control, decision-making, and emotional regulation. As noted in research published by the National Institutes of Health, interventions that are sustained over time and that emphasise autonomy, respect, and relationships are significantly more effective at motivating lasting behavioural change in teenagers.

There is no fixed time limit on how long a student can benefit from the provision. For some, especially those managing complex personal or behavioural challenges, long-term mentoring even spanning from Year 7 through to Year 11 provides a crucial and consistent support network that helps them stay on track. For others, particularly those targeted for development in areas such as self-esteem, resilience, or confidence, a focused two-term programme can be enough to spark a profound and lasting transformation.

Of course, every student’s journey is unique. Those with more disruptive behavioural patterns may require longer-term support to break down established barriers and embed new, positive coping strategies. This is why we encourage regular review and open dialogue between schools, mentors, and our Operations team to tailor the support according to individual needs.

However, based on extensive analysis through Purple, combined with research into adolescent development and behaviour change, we strongly recommend that all students remain on the provision for at least two full terms to experience the full benefits and maximise their potential for success.

If you would like to explore the progress being made within your school, please visit Purple, our impact analysis platform, or get in touch with our team to arrange a demonstration. We would be delighted to show you the difference it can make.

CONTACT US AT SCHOOL.SERVICES@THINKFORTHEFUTURE.CO.UK