Youth Mentor Experiences in After-School Programs: Creating Community
Maxwell, K., Dubnewick, M., Lewis, B., McHugh, T. L., & Hopper, T. (2025). ‘We are all learning together’: how youth mentors perceive their role in an after-school program. Sport, Education and Society, 1–17. https://doi.org/10.1080/13573322.2025.2487244
Introduction
There is an increasing prevalence of youth-led recreation programs that aim to promote engagement, empowerment, and health among children in communities. Maxwell and colleagues (2025) emphasize the effectiveness of school-based programs in providing safe and structured activities, especially in low-income areas, and the role of recreational sports in promoting wellbeing and community engagement. They explore the experiences of peer leaders in these programs.
Methods
The authors utilized a youth-led participatory action research (YPAR) approach, engaging four high school youth mentors from an after-school program in a Canadian city. The program, Growing Young Movers (GYM), is an intergenerational initiative focused on cooperative play and recreational activity in an underserved community.
Data collection involved one-on-one interviews, a group interview led by the youth, and informal conversations and observations over a year. The researchers utilized interpretive description to analyze the data, focusing on the mentors’ experiences and their role within the program and community.
Results
The study identified four key themes: (1) contributing to a safe space, (2) developing authentic relationships, (3) recognizing self-growth, and (4) identifying with the children’s experiences.
The mentors perceived their role as vital in creating a safe environment for the children, offering not only physical safety but also emotional and social support. They formed meaningful relationships with the children, connecting with them through shared experiences and providing guidance and support.
The mentors also recognized their own personal growth through their role, including enhanced self-image and a sense of belonging within their community. Additionally, the mentors expressed empathy towards the children’s experiences, drawing from their own similar backgrounds.
Implications for Mentoring Programs
Mentoring programs should prioritize the development of environments where both mentors and mentees feel secure and valued. This includes physical safety, as well as social and emotional support. Programs should train mentors to be attentive listeners, empathetic individuals, and supportive figures who can connect with mentees on a personal level.
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