Ninth grade is often known as the “make-or-break year” for students. While the transition from middle school to high school is an exciting time for many students, it also presents unique challenges that require an enhanced level of student engagement and agency to start high school on the right path. Students cannot do this alone. Research consistently shows the positive impact of having a supportive and caring adult in the lives of high school students. Students who have at least one supportive adult figure, such as a teacher, coach, mentor, or family member, experience a range of benefits in various aspects of their livesi.
Establishing mentorship for all 9th grade students provides personalized support and guidance that helps students successfully navigate the challenges of high school. Mentorship is also a proactive approach to supporting students’ high school transition, with mentors serving as advocates, motivators, and role models. School-based adult mentors can work with students year-round to track, set goals, and support students with attendance, engagement, and academic progress. Near-peer mentoring can also be an effective practice that provides relevant and meaningful connections for students entering high school.
To create and sustain impactful mentoring programs and relationships, mentorship programs should be research-informed and grounded in best practicesii.
According to the National Mentoring Partnership (MENTOR), there are six elements of effective practice for mentoringiii:
- Recruitment: Recruit appropriate mentors and mentees by realistically describing the program’s aims and expected outcomes.
- Screening: Screen prospective mentors to determine whether they have the time, commitment, and personal qualities to be a safe and effective mentor.
- Training: Train prospective mentors, mentees, and mentees’ parents (or legal guardians or responsible adult) in the basic knowledge, attitudes, and skills needed to build an effective and safe mentoring relationship using culturally appropriate language and tools.
- Matching and initiating: Match mentors and mentees and initiate the mentoring relationship using strategies likely to increase the odds that mentoring relationships will endure and be effective.
- Monitoring and Support: Monitor mentoring relationship milestones and
student safety; and support matches through providing ongoing advice, problem-solving, training, and access to resources for the duration of each relationship. - Closure: Facilitate bringing the match to closure in a way that affirms the contributions of the mentor and mentee and offers them the opportunity to prepare for the closure and assess the experience.
Resources Required
Planning and program design, program leadership and oversight, and program evaluation are all critical elements that will determine the level of resources required for establishing mentorship programs for students.
Additionally, one overarching principle that will help determine required resources is the necessity for every mentoring program to articulate a clear theory of changeiv. This theory clarifies how the mentoring services provided will lead to the desired outcomes, both at the individual participant level and the school or district level. A robust theory of change should demonstrate how the program's initiatives are intentionally designed to catalyze change and clearly show how the program, facilitated by mentors, brings about meaningful and measurable outcomes.
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