1 to 1 mentorship can provide a powerful platform for a young person to develop skills beyond the classroom. An excellent mentor should be able to unearth true potential from their mentee through leadership and strategic instructions.
Young people who face an opportunity gap but have a mentor are 55% more likely to be enrolled in college than those who did not have a mentor.[1]
Having support from positive role models can help them thrive, whether that’s to do with continuing into further education or developing mastery in a specific area. Emotional and social development is something that is not particularly focused upon in schools. Having a strong leader and mentor can make a huge difference in shaping their character and positively impacting their mindset.
1. Mentoring during COVID-19
It is more important than ever for young people to have mentorship connections during this time. It is vital for students to have someone to check in with when they are experiencing isolation.
The lack of a classroom environment has taken young people from a very social experience five days a week to online classes where contact time may be limited.
From a pastoral sense, providing points of connection to remind us all of the power of relationships goes a long way here. Allowing a young person to have dedicated time that is all about them boosts confidence, general wellbeing and is likely to have a knock-on effect to their academic performance.
2. Role models
Working with someone who has been through the University process allows young people to raise their aspirations and entertain new ideas. Working with a mentee who was struggling on deciding what they wanted to do after college was an insight into how young people can find it difficult to picture themselves in ‘new’ positions.
If they are the first person in their family to consider University, it can be daunting to set off on a new path alone. They may have a supportive family, but without undergoing the process it may be hard to assist. My mentee was in this position and struggled to see herself in any higher education setting. We began building rapport and working on direction-setting while exploring career goals.
3. Exploring options
Ultimately, mentoring guarantees young people that there is someone who cares about them, allowing them to feel like they are not alone in their day to day challenges. Tackling challenges together, we explored University options and dealt with UCAS and personal statements.
It is important to set plans and targets, allowing your mentee to be as involved as possible to take control of their own decision making. Encouraging this sense of ownership will allow a young person to explore their true wants and develop their identity. A mentor will guide their mentee towards new options and experiences while respecting their identity and above all encouraging a positive view of themselves.
4. Key skills
If you are mentoring a young person for the purpose of higher education, running through key skills such as; job hunting, interview prep and tips and keeping a job is relevant. Many young people will seek a part-time job once they turn 16 and may continue this through University. Furthermore, the same skillsets can be utilised with gaining volunteer roles or internships to support University applications.
This is when contacts and research will also come in handy. Introducing young people to resources and organisations they may not be familiar with, as well as helping them network (and utilising your own!) to help them connect with the industry they are hoping to work in long term.
5. Reflection & gratitude
Mentoring generates a safe space for young people, assisting personal and academic growth. Every young person deserves to feel that their goals are valid and supported with realistic guidance on how to achieve them. As the relationship develops and progress is made, it is important to reflect and evaluate progress consistently.
This is a key practise to instil in a mentee that will serve them well through further education and beyond. Lastly (but perhaps most importantly) during reflection is the perfect time to encourage gratitude. End each session by stating three things you are grateful for starts basic wellbeing to practise that your mentee can develop in their own time.
[1] The Mentioning Effect, 2014
By Emily G, 1 to 1 mentor. Interested in arranging a 1 to 1 mentor for your child? Contact us.