To effectively mentor adult learners with fewer opportunities, it’s essential to understand adult learning principles and the unique challenges these learners face. Andragogy is defined as the practice of engaging adult learners in a way that acknowledges their experiences, self-direction, and intrinsic motivations. It recognizes that adults bring a wealth of experience to the learning process and are typically more self-motivated than children.

Malcolm Knowles outlined six foundational principles of andragogy that guide the design of adult education:

1. Need to Know: Adults need to understand why they need to learn something. They are more engaged when they see the relevance of the material to their personal or professional lives.
2. Experience: Adult learners come with rich backgrounds and experiences that should be leveraged in the learning process. Their prior knowledge can enhance discussions and learning activities.
3. Self-Concept: As individuals mature, they develop a self-directed approach to learning. Adults prefer to take responsibility for their own learning decisions.
4. Readiness to Learn: Adults are ready to learn when they perceive a need to solve real-life problems or challenges. Learning is most effective when it is applicable to their current circumstances.
5. Orientation to Learning: Adult learners are problem-centered rather than content-oriented. They prefer learning that directly relates to practical issues they face.
6. Intrinsic Motivation: While external factors can motivate adults, they are more driven by internal factors such as personal growth, self-esteem, and fulfillment.

Disadvantaged learners face a multitude of barriers that can significantly hinder their educational progress and overall well-being. These barriers can be categorized into three main areas: emotional, and experiential. By recognizing these challenges, educators can implement targeted strategies that provide support and resources tailored to the unique mentoring and educational needs of these learners. This approach not only enhances individual educational outcomes but also contributes to broader societal goals of equity and social mobility.

a. Emotional Barriers
Emotional challenges also significantly impact disadvantaged learners:

• Low Self-Esteem and Motivation: Learners from disadvantaged backgrounds may struggle with self-esteem issues stemming from their socio-economic status. This can lead to a lack of motivation and engagement in academic activities. Emotional support is often lacking in their environments, making it difficult for them to overcome these feelings.
• Stress and Anxiety: Financial instability and related stressors can create an environment of anxiety that distracts from learning. The pressure of economic hardship can lead to mental health issues, which further impede academic performance.

b. Experiential Barriers
The experiences of disadvantaged learners often shape their educational journeys:

• Negative Educational Experiences: Many disadvantaged learners have faced negative experiences in formal education settings, such as bullying or a lack of support from teachers. These experiences can foster a distrust of educational institutions and discourage continued participation in learning.
• Limited Exposure to Mobility Activities: Disadvantaged learners may have fewer opportunities for learning mobility and/or travelling aboard that enhance personal development and cross-cultural exposure. This lack of exposure can limit their social skills, increase stress/nervousness when living aboard and reduce their ability to engage fully in during the mobility experience.

Trust and motivation are the cornerstones of effective mentoring, especially for disadvantaged learners who often face a lack of support in their environments. Building a foundation of trust requires consistency, empathy, and active engagement, while motivation can be cultivated by recognizing and nurturing the intrinsic aspirations of learners. These strategies not only enhance the learning experience but also empower learners to overcome barriers and achieve their goals.

a. Establishing Trust

• Consistency and Reliability: Mentors must be consistent in their interactions and commitments. Disadvantaged learners often have experienced broken promises and lack of support, making reliability essential in building trust.
• Active Listening: Listening attentively to learners’ concerns and perspectives demonstrates respect and validates their experiences, fostering a safe space for open communication.
• Empathy and Understanding: Demonstrating genuine empathy helps mentors connect with learners on a personal level, showing that their challenges are acknowledged and understood.

b. Enhancing Motivation

• Recognising Strengths: Highlighting and leveraging learners’ strengths can build their confidence and motivate them to pursue further learning.
• Setting Achievable Goals: Collaborating with learners to set realistic and meaningful goals ensures they experience a sense of accomplishment, which fuels ongoing motivation.
• Creating Relevance: Linking educational content to real-world applications helps learners see the value of their efforts and motivates them to engage actively.

c. Maintaining Engagement

• Celebrating Progress: Recognizing and celebrating small achievements keeps learners motivated and reinforces their sense of competence.
• Interactive and Inclusive Activities: Using participatory methods, such as discussions and group tasks, ensures learners remain engaged and feel a sense of belonging.
• Providing Continuous Feedback: Constructive and timely feedback helps learners stay on track and feel supported in their journey.