Impacts of a Mentorship Program for Gifted and Twice-Exceptional Elementary Students: A Collaborative Action Research

Despite ministerial recommendations to support gifted and twice-exceptional students, Quebec (Canada) continues to face challenges in addressing their educational needs. This action research explored the perceived impacts of a mentorship program, developed with an elementary school and the University of Sherbrooke, on students' school experiences. Over six months, university mentors guided 19 gifted students (Mage = 9.68) through personal projects. Semi-structured interviews with mentees revealed six key themes, including mentoring relationships, project achievements, learning achievements, and reduced school boredom. The study highlights mentorship as an effective yet underutilized strategy, advocating for a broader implementation to support these students' educational needs.