The Mentoring for Achievement Programme (MAP)

The Training

Mentoring for Achievement Programme Training


The Mentoring for Achievement Programme (MAP) is a 2-year evidence-based, adult-delivered, school-based mentoring programme for students between the ages of 10 and 16 years. Based on social learning theory, which stresses that learning requires repetition and practice over time, MAP mentors work with selected students during school time for 2 consecutive school years. The programme developer is Dr Brenna Bry, Professor of Clinical Psychology at Rutgers University, New Jersey, USA.


Archways provide training to teachers and other school based professionals (such as School Completion Programme staff) to become MAP mentors. MAP mentors are trained in two stages.


Stage 1 mentor training takes place during either 2 full consecutive days (in person), or 5 sessions (online). It introduces the theory, methods and skills of the MAP programme, and gives trainees an opportunity to practice the specific skills required for MAP mentoring. At the end of this Stage 1 training, trainees are ready to begin MAP mentoring.


Stage 2 mentor training involves on-going training with Archways every 4-8 weeks once the trainee begins mentoring (and for up to 2 years after Stage 1 training). This training generally takes place online or via phone, with each session lasting approximately 45 minutes – 1 hour. This process supports the mentor to develop their MAP skills in the practical context of the weekly mentoring sessions. It assures both quality of implementation and fidelity to the programme.


All MAP Mentors who complete mentor training have the opportunity to become Accredited MAP Mentors. Ongoing training sessions during the first 2-year cycle of the programme help mentors to perfect the skills necessary for MAP mentoring and put themselves forward for accreditation.


The aim of MAP is to support students who have personal characteristics that interfere with their learning, such as inattention, disinterest, disorganisation and behaviour problems. In the simplest terms, the programme is designed to increase the skills necessary for school engagement and to change the habits that interfere with learning.

As an intervention, MAP has been judged by several organisations to be promising or strongly evidence-based for preventing behavioural and academic problems. These include:

  • Blueprints for Healthy Youth Development
  • The National Institute for Justice (USA)
  • The National Dropout Prevention Centre (USA) – MAP is recognised as a model programme demonstrating strong evidence of effectiveness


MAP focuses on five key predictors of poor academic outcomes:

  • Absenteeism
  • Consistent lateness
  • Low school engagement & motivation
  • Poor task adherence
  • Poor home-school collaboration

 MAP timeframe:

MAP mentors work consistently with selected students, meeting them each week for 20 minutes over two academic years. This enables new behaviours to become embedded and creates longer term benefits for the student.

MAP outcomes:   

Numerous research studies have highlighted that when MAP mentoring is delivered with fidelity to targeted students in a structured and consistent manner, it leads to:

  • Improved school attendance
  • Improved academic performance
  • Reduced behaviour problems
  • Enhanced decision making abilities
  • Students increased sense of acceptance in their school and perception of their teachers

You can find more detailed information about the Mentoring for Achievement Programme (MAP) in our MAP Information for Schools, SCP’s and other agencies 


If you are interested in finding our more about the MAP programme, or if you would like to enquire about training dates / cost etc., please contact one of our MAP co-ordinators:

Eimear Collins –

Paul Johnston –