Dr. Mark Harrison
Deputy Principal (Student Support Services), Victoria Shanghai Academy

Dr Mark Harrison is the Deputy Principal at Victoria Shanghai Academy, where he oversees Student Support Services.Originally from the UK, he has worked in Hong Kong secondary schools for 19 years. A graduate of Oxford University (Balliol College), he holds Masters degrees in Educational Management and Counselling, and his Doctorate is in Developmental and Educational Psychology with a focus on School-Based Counselling. Dr Harrison is a UK qualified teacher, a registered member of the British Association of Counselling and Psychotherapy and a registered counsellor with the Asian Professional Counselling and Psychology Association. His research interests are School-Based Counselling and Mentoring.


Models of Mentoring

The Victoria Shanghai Academy team will describe and discuss three forms of mentoring that they have implemented at our school. The first, peer mentoring, involves students supporting each other with homework completion and social-emotional development through a club they refer to as ‘Learning Buddies.’ The second, teacher mentoring, has students paired with a teacher mentor who supports them in developing academic skills. Lastly, in the form of ‘coffee mornings’ and workshops, they engage parents in conversations around parenting, social-emotional learning and academic support. They describe how they have implemented each form of mentoring, discuss lessons learned, and seek to show how each form of mentoring has impacted our community.

During this presentation participants will:

In sharing their experiences, they hope to give participants ideas that they can take back to their schools and try themselves. They have seen improvements in student learning and engagement in those who have participated in these mentoring programs. They have also noticed increased levels of targeted and thoughtful support from parents who regularly come to our sessions. Mentoring has proven to be a worthwhile use of time and resources in our school community, and they hope to inspire others to develop their own similar programs.

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