The document outlines the INTO project, an intercultural mentoring program designed to support migrant students in secondary schools at risk of early school leaving and academic failure. It emphasizes the importance of peer tutoring as a cooperative learning method aimed at improving integration and participation of migrant students in educational and social contexts. Key findings from a general needs analysis highlight challenges such as language barriers, lack of motivation, and the need for a whole-school approach involving various stakeholders.

1. Peer tutoring at school
with migrant students:
Intercultural Mentoring
Programme
Paloma No Gutiérrez
UNIVERSIDAD DE SALAMANCA
Mª José Rodríguez Conde
UNIVERSIDAD DE SALAMANCA
Valentina Zangrando
UNIVERSIDAD DE SALAMANCA
Antonio M. Seoane Pardo
UNIVERSIDAD DE SALAMANCA
Lorenzo Luatti
OXFAM

2. INDEX
1. FRAMEWORK
2. KEY CONCEPTS
3. WORK HYPOTHESIS
4. VARIABLES
5. DESIGN AND IMPLEMENTATION OF THE PROGRAMME
1. DESIGN OF THE GENERAL NEED ANALYSIS
6. RESULTS OF THE GENERAL NEED ANALYSIS

3. 1. FRAMEWORK
•INTO project (Intercultural Mentoring tools to
support migrant integration at school), a Comenius
Multilateral Project, leaded by Oxfam Italia, aims to
introduce in the partner countries’ Secondary School
context peer tutoring actions which could help
migrant students in risk of early leaving school or
school failure in order to improve not only their
marks but their future opportunities as well.

4. Peer
tutoring
2. Key
Concepts
Migrant
students
Intercultural
Education

5. “ a cooperative learning method based on the creation
of students couples, with an asymmetric
relationship, with a common aim, known and
shared (like the teaching and learning process of a
subject), that takes place through a relationship
between said students, planned by the teacher” (David
Durán, 2004).

6. 3. WORK HYPOTHESIS
• The kind of mentoring programme designed as part of the
INTO project for migrant students in risk will help to
improve their integration in the classroom and school
environment and support a higher participation in their
formative process, not just inside the school, but in the
society in general, decreasing early leaving school rates of
this group and improving their academic performance.

7. 4. VARIABLES (I)
The most important dependent variables of this research
will be the following:
a. Migrant students level of integration in the school and
in the society.
b. Early leaving school and absenteeism rates
c. School performance.
d. Level of satisfaction with the program.

8. 4. VARIABLES (II)
The independent variable will be the type of Mentoring
Programme design within the INTO Project.
The control variables are the level of implication of the
mentor students, teachers, the level of motivation of the
migrant students, generation of migrant (first or second
generation). Type of school, family socioeconomic status,
level of family implication…

9. 5. DESIGN AND IMPLEMENTATION
OF THE PROGRAMME
GENERAL AND
INTERNATIONAL NEED
ANALYSIS. NEED ANALISYS
OF THE FORMATIVE NEEDS
OF THE SCHOOLS AND
SELECTION OF MENTORS
AND MENTEES
TEACHERS AND
EDUCATIONAL
SCHOOLS
STAFF
TRAINING
MENTORS
SELECTION AND
TRAINING.
SELECTION OF PAIRS
OF MENTOR AND
MENTEE
IMPLEMENTATION
OF INTERCULTRUAL
PEER MENTORING
PROGRAMME
MONITORING AND
EVALUATION OF
THE MENTORING
MODEL

10. 5.1. DESIGN OF THE GENERAL
NEED ANALYSIS
In each country involved in this project we looked for
information about the following contexts:
- Educational system structure.
- The real situation of migrant students
- Peer tutoring best practices.

11. 5.1. DESIGN OF THE GENERAL
NEED ANALYSIS
• First part based on a documentary research done
in each country based on:
• Legislation
• Thesis
• Official reports from organizations (E.U., O.E.C.D,
E.A.C.E.A., I.N.E.E.)
• Books and Journal articles.

12. 5.1. DESIGN OF THE GENERAL NEED ANALYSIS (II)
• The second part of the Need Analysis was a focus group done in
each partner country in which experts in intercultural education
were invited.
• They explained to us what is the real situation, what their resources
are and how they face this challenge in their classrooms.
• Afterwards the partners shared all the collected data and saw the
similarities and also the differences.

13. New
approach
More active
role
6. RESULTS
FROM THE
GENERAL NEED
Self-esteem
Helps
everybody
Training
needed
ANALYSIS

14. 6. RESULTS FROM THE GENERAL
NEED ANALYSIS (VI)
• Most common themes that emerged from the focus group
meetings:
• About Students
• About Schools
• About our Model

15. 6. RESULTS FROM THE GENERAL
NEED ANALYSIS (III)
• Most common themes that emerged from the focus group
meetings:
• About Students
• About Schools
• About our Model
• Poor knowledge of their new language
• A lack of motivation for education.
• Bullying and racism is linked to migration

16. 6. RESULTS FROM THE GENERAL
NEED ANALYSIS (V)
• Most common themes that emerged from the focus group
meetings:
• About Students
• About Schools
• About our Model
• A whole school approach is needed. We
need to include teachers, teaching
assistants, administration and even
NGOs working with schools.
• Need to consider individuals students
and individual schools. One size does not
fit all.

17. 6. RESULTS FROM THE GENERAL
NEED ANALYSIS (VII)
• Most common themes that emerged from the focus group
meetings:
• About Students
• About Schools
• About our Model
• Need to be aware of the cultural
differences and unique contexts of
each country
• Specific training for all stakeholders
involved in the programme
• The model needs to celebrate
diversity not just seek integration

18. THANK YOU SO
MUCH FOR
YOUR
ATTENTION
www.interculturalmentoring.eu