LAUSR

ABSTRACT Children in care, especially those living in residential centres, are much less likely to gain access to postsecondary education than their non-in-care peers. Mentoring programmes seem to have promising results at facing this challenge, although important research gaps still exist. This study explores the role of mentoring within the complex network of institutions and stakeholders involved in the schooling of children in residential care. Qualitative data were collected from a school-focused mentoring programme implemented in five European countries. A total of 853 observation forms completed by 62 mentors were analysed, and 16 focus groups (with 16 mentors, 16 residential centre staff, 13 children and 2 teachers) were conducted. Data were qualitatively coded using thematic analysis. Findings suggest that mentors play a supplemental role towards the academic achievement of children in residential care. Additionally, mentors have emerged as an advantageous figure in the face of the limitations posed by institutional settings. According to the results, providing supportive, caring, trustful and steady relationships, mentoring programmes may create an opportunity for the well-being and resilience of children in residential care as well as promote their social capital.