Mentoring Students of Disadvantaged Background in Hungary -- "Let's Teach for Hungary!" as an Equitable Intervention in the Public School System.

The introductory study aims to give an insight into the Hungarian educational system and a mentor program aiming to facilitate development in social mobility in the country. In the Hungarian context of education, the concept of equality and equity is a current phenomenon that influences students of underprivileged families. In Hungary, among students living in the countryside, the intersectionality of disadvantages is observed. Several regions of the country have features of unemployment and low education. Thus, students from underprivileged families face a deficit of capital when entering and proceeding into the educational system. The situation is further complicated for the largest Hungarian minority, the Roma community, who face ethnic biases and misbeliefs, thus creating the cumulation of disadvantages. For students to overcome their difficulties, equitable interventions are needed. International and Hungarian literature stress the importance of developing positive psychological capital for students to become resilient. Peer-mentoring is observed as a tool to help facilitate individual changes. The study focuses on the framework of a Hungarian national peer-mentoring program called "Let's Teach for Hungary!" which aims to help primary school students (aged 11-15) with the help of university students. The theoretical analysis introduces the program and its goals. With the help of previous research conducted on the mentoring program, the study synthesizes the positive outcomes of the intervention. The research highlights the importance of equitable changes in public education and reveals the Hungarian status quo and its alternative solutions. The study creates a basis for continuing research that can open international discussion on best practices on the topic. [ABSTRACT FROM AUTHOR]