A recent article in the Washington Post discusses the merits of student mentoring programs in public schools.  An obvious problem and an area of growing concern in most school districts in one of discipline issues.  Teachers and administrators are faced with belligerent, misbehaved, and, sometimes, dangerous students that are supposed to be educated among polite, well-behaved, ready-to-learn students.  Some school districts are incorporating mentoring programs that are designed to target students who are discipline problems or who may become discipline problems. Mentoring programs that bring willing adults in to schools are effective but have limits.  Responsible adults often try to make youth into a reflection of themselves, responsible youths.  Youths tend to resist anything someone else is trying to "make them into".  If the mentor enters the relationship with a drive to "change" their mentee, the relationship won't last or be effective. However, if the mentor enters the relationship without expectations of change but with the hope of forming a genuine relationship, the experience is likely to be successful.  One of the keys to sucessful mentoring programs is longevity.  If the student knows that this match is only temporary, it is less likely to work.  Another key to success is being genuine, the adults with the students and vice versa.  I believe that mentoring programs can have significant impact on the students and adults involved.