Peer mentoring, perceived affiliation, sense of belonging and social inclusion: Evidence from a Portuguese university

Abstract

This study analyzes peer mentoring as an institutional mechanism that may support students’ transition to higher education, addressing a gap in the literature regarding how mentoring might influence academic affiliation, sense of belonging and social inclusion, simultaneously. Based on an integrated analytical framework that combines the concepts of the “student’s craft,” belonging and mentoring for social inclusion, the research adopts a mixed-methods approach grounded in methodological triangulation, including quantitative data from questionnaires applied to mentors and mentees, as well as qualitative evidence from sharing sessions and observation. In the context studied, results suggest that peer mentoring functions as a form of institutional mediation through which students access and interpret the norms and practices of university life, with relational support appearing central to translating that knowledge into meaningful engagement. Within the mentoring program in question, participation was also associated with students’ reported sense of belonging and academic affiliation, as interrelated processes whose perceived impact varied across students’ diverse trajectories, particularly among international students. Furthermore, the study highlights the reciprocal nature of mentoring, promoting development and participation among both mentees and mentors. Peer mentoring is not an isolated intervention, but rather part of a broader institutional ecosystem that can impact student inclusion, participation and success.