education in Nigeria, a domain that has historically been underexplored in empirical literature.

Recognizing mentoring as vital for both professional and personal growth, the study emphasizes

its importance in equipping graduate students with essential skills, fostering resilience, and enhancing

community belonging, particularly in a challenging educational landscape marked by systemic

issues like underfunding and faculty shortages. The paper first delineates the theoretical foundations

of mentoring and its significance to psychology education, followed by an analysis of the existing

policy framework governing mentoring in Nigerian graduate programmes. Subsequently, it

investigates the effects of formalized mentoring policies on students’ academic, professional, and

psychosocial development, synthesizing insights from pertinent Nigerian studies.

Furthermore,

the research confronts the challenges inherent in current mentoring initiatives, spotlighting

structural and cultural impediments that limit their efficacy. The conclusion offers actionable

recommendations for policy reform and outlines avenues for future research, thereby providing a

comprehensive understanding of how mentoring policy can enhance educational outcomes for

psychology graduate students in Nigeria. This study contributes to closing the gap in mentorship

literature, paving the way for informed policy interventions aimed at improving graduate education

in psychology and beyond.