Abstract
ISSUE ADDRESSED: Individuals engage in volunteer activities due to a range of intrinsic, extrinsic, and altruistic factors; and this can have a positive impact on their subjective wellbeing. Within a school context, mentoring programs can connect adult volunteers with students, to provide social and/or academic support; however, evaluation data related to these programs is limited and often focused on student perspectives. This paper explores EdConnect volunteers' perspective on volunteering in primary and secondary schools in Western Australia and Victoria. METHODS: A mixed methods evaluation framework utilised surveys (n = 380) and telephone interviews (n = 22) with Edconnect Mentor and/or Learning Support volunteers. RESULTS: Most survey respondents reported that volunteering enhanced their sense of community, mental wellbeing, physical health, had helped them to develop new skills. Recurrent themes related to (a) Structural impacts of motivations; and (b) Motivations and inter-and intrapersonal impacts of volunteering were identified. Various factors impacted the volunteer experience, including volunteer roles and responsibilities, volunteer qualities, school support and training opportunities. Key motivating factors for volunteering were a desire to give back to society, helping students and staff, and contributing to student social, emotional, and academic outcomes. CONCLUSION: Volunteers identified a range of academic, social, emotional, and behavioural gains for the students they supported; as well as range of personal benefits for themselves. Despite the positive impact that a school-based mentoring program can have for key stakeholders, challenges to program implementation do exist and require careful management. SO WHAT?: School-based mentoring programs are an efficacious way to strengthen partnerships between schools and their local community, with positive benefits for the school, the students, and the adult volunteers. They also contribute to the notion of a 'school as a community hub'.