The purpose of this study was to examine the relationship among mentoring programs, parent involvement, and student social interaction. Influenced by Epstein's School, Family and Community Partnerships (1995), this study revealed that when teachers are used as mentors, teachers must be dedicated to the mentoring process. That process for mentors means that the burden of increasing parent involvement fell on the mentors. As parent involvement and communication between parents and teachers increased, students improved academically and behavioral infractions decreased. Parents whose children had mentors reported that they felt less intimidated when dealing with the schooling process. Students formed trusting relationships and became more comfortable when approaching parents and teachers for help when they faced academic difficulties. Teachers formed open lines of communication with the students and parents.

These results lead to the following recommendations for stakeholders. Administrators should focus on integrating practices to generate opportunities for students to exercise personal control and autonomy as well as integrating structured peer interaction. Mentors must work hard to change the negative perspectives some parents have about interacting with school personnel.