“Seeding hope”: PELE, a personal mentorship program initiated at a teacher training college to support students coping with challenges during times of crisis

Purpose This study examined the impact of a mentoring program (“PELE”) that offers personal guidance to first- and second-year pre-service special education teachers studying at an academic teacher training college in Israel to help them cope with academic and other challenges, particularly in helping them cope with national crises, specifically the war that began on October 7, 2023. Design/methodology/approach This qualitative study used semi-structured interviews to examine how personal mentoring supported 15 out of 63 participants in the program. Findings In-depth thematic analysis revealed that mentors play a critical role in restoring students’ “order and instrumental control.” Pedagogical tools, such as methods for time management and exam preparation, provided a psychological-adaptive response for situational anxiety. Also, mentors functioned as “social brokers” who created an active community safety net and strengthened collective resilience. Interpersonal contact and non-judgmental acceptance fostered personal resilience and self-efficacy. The program provided “seeds of hope” during a challenging academic period against the backdrop of war. Practical implications This study emphasizes the importance of a holistic mentoring model and proposes an operative model for institutions of higher education to train mentors to provide instrumental support and function as “social mediators” in a crisis alongside a framework to ensure effective emergency support. Originality/value As a pioneering study investigating how mentoring can contribute during a period of acute national crisis, it narrows a significant research gap and offers a framework for strengthening institutional and personal resilience in times of emergency.