Many Learning Mentors in schools are employed through the Behaviour Improvement Programme (BiP). Our position is that Learning Mentors are Learning Mentors, in the context of the Functional Map and National Occupational Standards, regardless of any particular focus of their work. The core characteristics are shared. As such, all of the materials on this site are relevant to Learning Mentors working in the context of the Behaviour Improvement Programme (BiP), which involves supporting schools in improving pupil behaviour and attendance - areas which can present key barriers to learning.

The "Research and Evaluation of the Behaviour Improvement Programme", University of London, 2005 includes detailed descriptions of the contribution of Learning Mentors to BiP priorities. This includes coverage of Learning Mentors supporting the education of pupils excluded from schools, and engaged successfully in broad family liaison activity. References to transitional support are also strong, as are those relating to their positive impact on teacher workloads and their contribution to "joining up" services and working in multi agency ways. There is useful coverage of Learning Mentors working as key workers and lead behaviour professionals, and the report reinforces the need for continued high quality training and support. A range of case studies and practice examples are included.

The report, and subsequent Good Practice Guide for BiP can be accessed below.