Abstract

This article reports on the findings of a collaborative research project conducted by student researchers and academic staff members, exploring the buddying (peer mentoring) scheme in an undergraduate social work programme in England contextualised using Communities of Practice. Volunteer student mentors are assigned a group of students in the year below to mentor individually throughout their social work degree. During 2019–2020, an agreement with local authority partners was reached to enable student buddies who were newly qualified social workers (NQSWs) to continue to mentor during their Assessed and Supported Year in Employment (ASYE); this is a unique and original feature of this mentoring scheme. Focus groups were used to obtain the views and experiences of students (mentors and mentees). Individual interviews were conducted with NQSWs undertaking their ASYE who continued to act as buddies/mentors for year 3 students. Very little has been written about buddying/mentoring in relation to social work education and this study expands existing knowledge. Findings indicate the value of the mentoring scheme for students and ASYEs, possible pitfalls and important learning points on scheme improvements.