Mentoring Programs Boost Access to Higher School Tracks
- A new study from the Universities of Bonn and Cologne shows that mentoring programs can help reduce educational inequality in Germany.
- Researchers found that children from disadvantaged families remain significantly less likely to enter higher secondary school tracks, even when their academic performance matches that of their peers.
- Long‑term data indicates that structured mentoring can meaningfully improve these students’ chances.
Socio‑Economic Background Shapes School Pathways
A study by the ECONtribute Cluster of Excellence highlights the continued influence of socio‑economic status on children’s educational outcomes in Germany. Researchers found that parents’ backgrounds strongly affect decisions about secondary school placement, which in most federal states occurs at the end of fourth grade. Even when academic performance is comparable, children from less privileged households are far less likely to enter the high track leading to the Abitur. The study reports a gap of roughly one‑third, with a 22‑percentage‑point difference persisting after controlling for achievement.
The research draws on the Bonn Family Panel, a long‑running dataset following more than 700 families in the Cologne‑Bonn region. Families provided detailed information about their socio‑economic situation, school‑related decisions and willingness to participate in mentoring and interviews. Data collection spanned seven years and included both parental and child perspectives. This comprehensive approach allowed the team to examine not only the transition to secondary school but also the impact of early intervention programs.
Mentoring Shows Measurable and Lasting Impact
The study evaluated the “Balu und Du” mentoring program, which paired 212 randomly selected children from low‑income families with volunteer mentors. Over the course of a year, mentors—often university students—met regularly with the children to support their social development and broaden their experiences. Participation in the program increased the likelihood of entering the high secondary school track by 11 percentage points. This improvement remained evident even five years after the transition to secondary school.
Researchers conclude that mentoring can strengthen equality of opportunity in a scalable and sustainable way. The program appears to provide children with positive role models while also encouraging parents to consider more ambitious educational pathways. These findings underscore the importance of early guidance during a transition that significantly shapes long‑term academic and professional outcomes. The authors argue that targeted support can help counteract structural disadvantages that persist in the education system.
“Balu und Du” is one of Germany’s best‑known mentoring initiatives and has been running since 2001. The program is inspired by the character Baloo from The Jungle Book, symbolizing a supportive companion who helps a child navigate new experiences. Previous evaluations have shown that participants often develop stronger social skills and greater confidence, suggesting that the benefits extend beyond academic placement.
