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Few studies so far have analysed the potential role of mentoring in decreasing hyperactivity and inattention problems. The aim of the current study is to investigate the impact of the Italian Mentor-UP mentoring program on hyperactivity and inattention problems in a non-clinical sample of mentees. “Mentor-UP” is a weekly school- and community-based mentoring program implemented in northern Italy over a period of 8 months. The sample included 468 students, 65 from the experimental group (mentees) and 403 as comparison group. Participants’ age ranged between 8 and 14 years (M = 11.31, SD = 1.40), 46% were females and 20% were non-Italian youths. Students reported their levels of hyperactivity and inattention problems at the beginning and at the end of the program. A significant interaction between time and group revealed a significant effect of the program on hyperactivity and inattention problems (B = −0.10, t (450) = −2.00, p = 0.04), which decreased in mentees (Cohen’s d = −0.21) but not in the comparison group. Results supported the effectiveness of Mentor-UP in decreasing youths’ hyperactivity and inattention. This might be due to the structural characteristics of the mentoring relationships established in the context of Mentor-UP.

espanolRESUMEN La investigacion en EE.UU. ha demostrado que la mentoria juvenil es una estrategia prometedora para aumentar la autoestima y la conexion escolar en jovenes en situacion de riesgo. Sin embargo, ha habido escasa confirmacion de estos hallazgos a nivel internacional. El estudio actual evalua el impacto de la mentoria por parte de estudiantes universitarios capacitados en autoestima y conexion escolar de los ninos en comparacion con los companeros de escuela que no participaron en el programa. Mentor-UP es un programa de mentoria semanal llevado a cabo en la escuela y la comunidad que se implemento en el norte de Italia durante un periodo de siete meses. Los participantes (209 estudiantes, 34 en el grupo experimental y 175 en el grupo de comparacion de edades comprendidas entre 11 y 13 anos, 56% hombres, 27% inmigrantes) informaron de su nivel de autoestima y conexion escolar al principio y al final del programa. Los resultados mostraron un aumento significativo en la autoestima de los ninos mentorizados en comparacion con el grupo de control, mientras que la diferencia en la conexion escolar no fue significativa. Los hallazgos respaldan la efectividad de Mentor-UP para fomentar la autoestima de los jovenes. EnglishABSTRACT Research in the United States has shown that youth mentoring is a promising strategy for increasing self-esteem and school connectedness in at-risk youth. There has been little confirmation of those findings internationally. The current study evaluates the impact of mentoring by trained university students on children’s self-esteem and school connectedness compared to schoolmates not involved in the program. Mentor-UP is a school- and community-based weekly mentoring program implemented in northern Italy over a period of seven months. Participants (209 students – 34 in the experimental group and 175 in the comparison group – aged between 11 and 13, 56% male, 27% immigrants) reported their levels of self-esteem and school connectedness at the beginning and at the end of the program. Results showed a significant increase in mentees’ self-esteem compared to the control group, while the difference in school-connectedness was nonsignificant. The findings support the effectiveness of Mentor-UP in nurturing youth’s self-esteem.