Beyond Advice: The Traits of Truly Great Teacher Mentors
When I first began my research into teacher well-being and mentorship, I wanted to understand what makes a mentor effective for new special education teachers. Which qualities help a mentor not just support, but truly guide new teachers through those messy and rewarding first years of teaching?
As a former special educator and longtime mentor, I’ve seen how powerful, and how fragile, the first year of teaching can be. I’ve also seen how one good mentor can change everything and how one bad mentor can leave a new teacher feeling crushed.
To answer this question, I’ve worked with and interviewed numerous new special education teachers and their mentors, observed mentoring sessions, talked with administrators, reviewed the existing research, and mentored many, many new educators over the years.
Here’s what I learned about what makes a great new teacher mentor.
What Great Teacher Mentors Have in Common
Two powerful traits emerge again and again in my research. The best mentors are:
1. Social and Emotional Role Models
They don’t just talk about how to manage stress or build relationships. They demonstrate it. These mentors stay calm under pressure, reflect openly about challenges, and show their mentees how to handle difficult moments with grace.
Other research backs this up. Jennings and Greenberg (2009) found that teachers who model strong social and emotional competencies not only influence their students but also contribute to a more positive and effective teaching environment.
“I see my mentor as my role model. Watching how she relates to students and how she gives feedback has helped me build my own social and emotional skills.”
Great mentors model what it looks like to lead with presence, reflection, and empathy.
“Watching my mentor admit mistakes helps me let go of the idea that I have to be perfect.”
2. Trusted Confidants
New teachers also need a place to talk freely, honestly, and without fear of judgment. The best mentors create space for venting, questions, and even tears. They know when to listen, when to advise, and when to simply hold space.
“Listening to the venting is extremely important. It provides insight and helps teachers feel heard before they can really hear advice.”
These findings echo the work of Whitaker (2000), who identified emotional safety and trust as critical elements of effective mentoring relationships, particularly for special education teachers.
Mentors who served as safe havens were remembered with deep gratitude. Their presence was supportive and also healing.
“She was the person I went to for everything. It was an amazing partnership and all I could hope to find in a mentor.”
The Social and Emotional Connection
Mentoring is most powerful when it’s not just about logistics or procedures but also about emotion, connection, and growth. Social and emotional learning is often discussed in terms of students. But for new teachers, SEL is a lifeline.
Mentors who model self-awareness, resilience, reflection, and empathy teach their mentees how to do the same. And that, more than any strategy or toolkit, is what helps new educators thrive.
Schonert-Reichl et al. (2017) argue that while teacher SEL is often overlooked in formal training, it plays a critical role in teacher effectiveness, job satisfaction, and ultimately, retention. Their findings suggest that explicit support for teachers’ social and emotional needs should be a standard part of mentoring programs.
What This Means for Schools
If we want to keep special educators in the profession, we need to invest in better mentoring. That means:
Training mentors to provide emotional support, not just technical guidance
Matching mentors and mentees thoughtfully
Giving mentors space and time to build real relationships
Because at the end of the day, the best mentors aren’t perfect but they’re present. And their steady support can be the reason a new teacher decides to stay.
Want to learn more or bring social and emotional-informed mentorship to your school? Let’s connect.
References
Billingsley, B. (2003). Promoting teacher quality and retention in special education. Journal of Learning Disabilities, 36(5), 370–376.
Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.
Schonert-Reichl, K. A., Kitil, M. J., & Hanson-Peterson, J. (2017). To reach the students, teach the teachers: A national scan of teacher preparation and social and emotional learning. Collaborative for Academic, Social, and Emotional Learning.
Whitaker, S. D. (2000). Mentoring beginning special education teachers and the relationship to attrition. Exceptional Children, 66(4), 546–566.