When Mentoring Does Not End as Planned

Whilst nearly all mentoring relationships conclude with trainees successfully progressing into the next stage of their professional journey, there are occasions when placements end unexpectedly.

A placement may be terminated for a range of reasons, including:

• significant concerns regarding progress against the ITE curriculum;
• repeated professional conduct concerns;
• safeguarding or professional suitability issues;
• prolonged absence;
• wellbeing or personal circumstances that make continuation inappropriate at that time.

Although the reasons differ considerably, every terminated placement has one thing in common. The mentoring relationship still requires a professional conclusion.

For mentors, these situations can feel particularly challenging. There may be disappointment, frustration or concern for the trainee's future. Equally, trainees may experience a wide range of emotions, including sadness, embarrassment, anger, confusion or loss of confidence.

In these circumstances, it can be tempting either to avoid difficult conversations or to focus entirely on explaining why the placement has ended.

However, an effective conclusion should do more than explain an outcome. It should help the trainee leave the placement with clarity, dignity and an understanding of the next steps available to them.

Separating the Person from the Performance

One of the most important principles in difficult mentoring conversations is recognising the distinction between the individual and their current performance.

Educational assessment evaluates professional practice against agreed standards, but it does not determine an individual's worth or future potential. Throughout the placement, mentors should therefore ensure that feedback remains focused upon observable evidence rather than personal characteristics.

For example, compare the following statements.

Less Effective

"I don't think teaching is the right career for you."

This statement makes a judgement about the individual and offers little opportunity for future learning.

Now consider:

More Effective

"At this stage, there remains insufficient evidence that you are consistently meeting the expectations relating to X and Y. These are areas that will require further development before you are ready to teach independently."

The 'X' and 'Y' might be things such as Behaviour Management, or Professional Behaviours. The statement remains honest whilst focusing upon professional evidence rather than personal judgement.

Maintaining this distinction is essential if trainees are to leave the placement understanding that professional development remains possible with more time in the classroom. Remember- your UBM is available to support you through these discussions and conversations.