BACKGROUND: The negative effects of poverty includes increased risks for developmental delays, low academic achievement, poor physical and mental health, and impairments from overall stress (Hair, Hanson, Wolfe, & Pollak, 2015; Evans & Schamberg, 2009), with evidence that impairments continue into adulthood (Duncan, Magnuson, Kalil, & Ziol-Guest, 2012). However, little is known about protective community factors, like mentorship, and their role in the relationship between childhood poverty, academic achievement, and overall life stress. The current study investigated the moderating effects of supportive community mentorship on the association between childhood poverty and overall stress and academic achievement in college.

METHODS: Eighty-nine college students completed an online survey that included the following measures: Life Stress Scale (current), Grade Point Average (current), and Community Risk and Resilience questionnaire (retrospective childhood). Moderation analyses were conducted to examine the role of community mentorship on the relationship between childhood poverty and functioning in college, including overall levels of stress and academic achievement (GPA).

RESULTS: Results indicated that high levels of mentorship during childhood were associated with higher GPAs among students who experienced low levels of poverty, and lower levels of stress for students coming from all levels of poverty.

CONCLUSIONS: Findings suggest that supportive community mentorship may have helped prepare college students for better academic success and communication skills, as well as better coping mechanisms. Although mentorship promoted higher academic achievement for students coming from low levels of adversity, it may not be sufficient to protect against risks associated with high levels of poverty, and other protective factors should be examined.