on popular databases as well as possible search engines (such as Yahoo, etc.) that were published between 1970 and 1998 were selected and evaluated. Findings from this meta-analysis indicated that there was an overall positive, though modest, effect from mentoring. The effect appeared to be especially beneficial for youth classified as “at risk” (see at-risk students) or “disadvantaged”. Within this context, such student populations included youth in foster care, academically underachieving youth, youth with incarcerated guardians, youth involved in the juvenile justice system, disabled youth, and youth with children. Further findings indicated that effect size may be increased with the use of specific strategies and practices, such as providing continual support and structure to the mentor and relationship. It is important to note, however, that this study cannot imply causality and further research is recommended to explore this relationship. In another meta-analysis, 39 articles published between 1970 and 2005 were analyzed. Articles were required to measure a quantifiable effect on either delinquency, aggression, substance use, or academic achievement. The overall effects were found to be positive with delinquency as well as with the other outcomes studied. Effects were stronger with the delinquent and aggressive outcomes, while still remaining moderate with the group measuring substance use and academic achievement. This suggests that mentoring programs are especially effective with delinquent behavior. Best practices Research indicates that the use of specific best practices can be used to improve the mentoring experience. In the meta-analysis listed above, several best practices were found to increase effect sizes in mentoring programs: Monitoring of program implementation Screening of prospective mentors Matching of mentors and youth on the basis of one or more relevant criteria Both pre-match and ongoing training Supervision for mentor Support group for mentors Structured activities for mentors and youth Parent support or involvement components Expectations for both frequency of contact and length of relationship Mentor background in a helping role In addition, there are several mentor websites that suggest the inclusion of similar best practices with the hopes of created greater outcomes for youth. Informal vs. formal mentoring In the research, there is a distinction between a naturally occurring adult-youth relationship (referred to as informal mentoring) and a structured adult-youth relationship where the mentor is assigned or matched (referred to as formal mentoring). There is less research available for informal mentor relationships than there is for formal, but the research indicates that benefits exist