Online group college preparation mentoring program for neurodivergent high schoolers

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Hillier, A., Desruisseaux, J., Veneziano, J., Lopez, J., & Niklasson, L. B. (2026). Online group college preparation mentoring program for neurodivergent high schoolers. International Journal of Mentoring and Coaching in Education, 1-18. https://doi.org/10.1108/ijmce-09-2025-0141

Publication date: 20 Jun 2026 Added to AutiHub: 9 Aug 2026 Type: Article Article language: English
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Authors

Publication authors
5
Publication authors identified as autistic
1 / 5 (20.0%)
  1. Ashleigh Hillier
  2. Jacob Desruisseaux *
  3. Joseph Veneziano
  4. Jasmine Lopez
  5. Lærke Bjergager Niklasson

Abstract

Purpose This study aimed to evaluate the effectiveness of a unique online group mentoring program in preparing neurodivergent high school students for the transition to university. Of particular interest was whether a short-term program (8 weeks) in an online environment could impact transition and college readiness. We were also interested in the social validity of the program as students' preferences were prioritized in driving program content. Design/methodology/approach Eighty-three neurodivergent high school students were recruited across four cohorts. Students met online for one hour each week with trained undergraduate university mentors for eight weeks. Students completed the Transition Readiness Scale (TRS) and a customized College Readiness Measure (CRM) at the beginning and end of the mentoring program. Students also completed a weekly feedback survey in which they evaluated each session with open-ended responses that were analyzed thematically. These also served to gather mentees' suggestions on session content. Findings The TRS and CRM scores showed significant improvements. The participants showed an increased understanding of higher education, support systems and stress-reduction techniques. Qualitative analysis of the weekly survey identified three primary themes: (1) Comprehension and Clarity, (2) Encouraging Learning Environment and Structure of Sessions and (3) Mentor Supportiveness and Approachability. Participants expressed high levels of satisfaction. Originality/value The short-term, online group design of the Horizons Mentoring Program resulted in significant improvements in transition and college readiness for neurodivergent high school students. The mentee-driven approach in directing session content ensured their opinions and preferences shaped program meetings and discussion topics and that the meetings were helpful, affirming and informative. Additional feedback at the end of the program incorporated mentee voices into both the evaluation and implementation phases. The Horizons program model is an effective tool for improving college preparedness among neurodivergent high school students.

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These indicators describe the cited bibliography imported for this publication. Cited-reference metrics use the cited-reference total as denominator. Cited-author metrics state whether they use all cited-author occurrences or only occurrences linked to authors already integrated in the AutiHub database. They use cached links between cited authors and authors integrated in the AutiHub database. Last computed: 16 Aug 2026 11:31.

Cited references
52
Total cited references integrated for this publication.
Cited references with an identified autistic author
4 / 52 (7.7%)
Cited author occurrences identified as autistic
5 / 188 (2.7%)
Among occurrences linked to AutiHub author records: 5 / 41 (12.2%). Distinct cited authors identified as autistic: 5 / 176 (2.8%).
Cited author occurrences linked to AutiHub author records
41 / 188 (21.8%)
Distinct linked cited authors: 36 / 176 (20.5%)
Linked cited-author occurrences not identified as autistic
36 / 41 (87.8%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 36 / 188 (19.1%). Distinct linked cited authors not identified as autistic: 31 / 36 (86.1%).
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