Programme en ligne de mentorat de groupe pour la préparation à l'université destiné aux lycéens neurodivergents

Titre original en anglais : 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

Date de publication: 20/06/2026 Ajout dans AutiHub: 09/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
5
Auteur·ices de la publication identifié·es comme autistes
1 / 5 (20,0 %)
  1. Ashleigh Hillier
  2. Jacob Desruisseaux *
  3. Joseph Veneziano
  4. Jasmine Lopez
  5. Lærke Bjergager Niklasson

Résumé

Objectif Cette étude visait à évaluer l'efficacité d'un programme unique de mentorat de groupe en ligne pour préparer des lycéens neurodivergents à la transition vers l'université. Il importait particulièrement de déterminer si un programme à court terme (8 semaines) dans un environnement en ligne pouvait avoir une incidence sur la transition et la préparation à l'université. Nous nous sommes également intéressés à la validité sociale du programme, les préférences des étudiants étant prioritaires dans l'orientation du contenu du programme. Conception/méthodologie/approche Quatre-vingt-trois lycéens neurodivergents ont été recrutés dans quatre cohortes. Les étudiants se sont réunis en ligne pendant une heure chaque semaine avec des mentors universitaires de premier cycle formés, durant huit semaines. Les étudiants ont rempli la Transition Readiness Scale (TRS) et une mesure personnalisée de préparation à l'université (College Readiness Measure, CRM) au début et à la fin du programme de mentorat. Les étudiants ont également rempli une enquête hebdomadaire de rétroaction dans laquelle ils évaluaient chaque séance au moyen de réponses ouvertes, analysées thématiquement. Ces réponses ont également servi à recueillir les suggestions des mentorés concernant le contenu des séances. Résultats Les scores de la TRS et de la CRM ont montré des améliorations significatives. Les participants ont montré une meilleure compréhension de l'enseignement supérieur, des systèmes de soutien et des techniques de réduction du stress. L'analyse qualitative de l'enquête hebdomadaire a identifié trois thèmes principaux : (1) Compréhension et clarté, (2) Environnement d'apprentissage encourageant et structure des séances et (3) Soutien et accessibilité des mentors. Les participants ont exprimé des niveaux élevés de satisfaction. Originalité/valeur La conception à court terme, en ligne et en groupe du Horizons Mentoring Program a entraîné des améliorations significatives de la préparation à la transition et à l'université chez les lycéens neurodivergents. L'approche guidée par les mentorés pour orienter le contenu des séances a garanti que leurs opinions et préférences façonnent les réunions du programme et les sujets de discussion, et que les réunions soient utiles, valorisantes et informatives. Des retours supplémentaires à la fin du programme ont intégré la voix des mentorés aux phases d'évaluation et de mise en œuvre. Le modèle de programme Horizons est un outil efficace pour améliorer la préparation à l'université chez les lycéens neurodivergents.

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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Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
52
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
4 / 52 (7,7 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
5 / 188 (2,7 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 5 / 41 (12,2 %). Auteurices cité·es distinct·es identifié·es comme autistes : 5 / 176 (2,8 %).
Occurrences citées rattachées à la base AutiHub
41 / 188 (21,8 %)
Auteurices cité·es distinct·es rattaché·es : 36 / 176 (20,5 %)
Occurrences rattachées, non identifiées comme autistes
36 / 41 (87,8 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 36 / 188 (19,1 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 31 / 36 (86,1 %).
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