Modulo4_KHEIRON_EN

15 Long-termengagement strategies A common concern in mentoring programmes is how to maintain commitment over time. This applies at several levels: maintaining commitment within each mentor- mentee relationship so that it is long-lasting and fruitful, and maintaining the commitment of the mentor and mentee to the programme even after the formal cycle has ended. In this block, we will discuss concrete strategies for achieving a long-lasting bond and for encouraging mentoring to have a lasting effect beyond the specific intervention. Ensure theappropriatedurationof eachmentor-mentee relationship Evidence suggests that mentoring has a greater impact when it lasts for at least a certain minimum amount of time. Relationships that are too short can even be counterproductive (for example, a young person who suddenly sees their mentor disappear after a few weeks may feel abandoned). Therefore, committing to a sufficient time frame is vital. International guidelines recommend a minimum commitment of one year or one school year of regular mentoring for young adult mentoring. In school programmes, this is sometimes adjusted to the academic year (e.g. 9 months), but always with the aim of extending the relationship long enough to build trust and achieve meaningful change. Continuity beyond one year is desirable whenever possible. How can this be ensured? From the outset, in the mentor-mentee ‘partnership’, the expected duration should be clearly established (e.g., ‘We commit to meeting at least until the end of the school year’). This is usually set out in writing in the initial agreement. The mentor must be genuinely willing to commit to this time frame, as must the mentee (and their family, if applicable). It is preferable to reject or rethink a pairing if it is known that someone will not be able to sustain it (e.g., a mentor who will be moving in three months). It is better to wait for the right moment than to cause an early break- up. Evaluación del impacto y sostenibi l idad de la mentoría