Profiles in Mentoring: Helen Lee on Adult Mentor Growth during Mentoring Interventions

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Dr. Helen Lee, PhD is an interdisciplinary researcher who is committed to developing and sustaining humanizing school systems and out-of-school spaces for young people. She is a senior researcher at foundry10, an educational research organization, leadsing the Youth and Educator SEL Lab to promote the mental and physical health of young people and those who work closely with them. We recently had the honor of speaking with her about her recent paper exploring adult mentor growth in the context of mentoring, which was featured in the chronicle!
Chronicle (C): What initially drew you to explore how mentoring relationships can foster overall well-being among adult mentors, and how does it connect to your broader research interests
Helen Lee (HL): Our interest in exploring mentoring relationships and well-being emerged from foundry10’s long-standing partnership with Young Women Empowered (Y-WE). Over the past eight years, we have collaborated with Y-WE to conduct research on and evaluate their programs. As part of this partnership, research team members have served as mentors to gain a deeper understanding of the impact Y-WE programs have and the mechanisms that facilitate this impact on youth. Across these research collaborations, we have observed the positive impact participating in Y-WE programs has on youth’s well-being and identity development. While much mentoring research has centered on youth outcomes, we recognized a significant gap in understanding how these relationships and experiences also impact mentors. This area of research aligns with our Youth and Educator SEL Lab’s broader interest on social and emotional development and the transformative potential of meaningful relationships across the lifespan.
 
C: Based on your research, what do you see as the key takeaways for organizations looking to design or improve mentoring programs?
HL: In Y-WE programs, adult mentors often helped participants navigate challenges and explore opportunities in new or unfamiliar settings by offering support, encouragement, and guidance. They also helped young people better understand themselves, develop self-confidence, and connect to others in healthy ways. These mentoring relationships not only contributed to participants’ positive identification and sense of community, but also supported their creative agency, self-expression, and relationship skills, even in the years following the start of the COVID-19 pandemic.

Given the vital role these relationships may play in the growth and development of a young person, mentorship-based organizations and programs should consider the following best practices for designing mentoring programs:

  1. Encourage mentors to learn alongside youth. Mentors at Y-WE are encouraged to participate in program activities alongside youth. As our research shows, this can positively enhance not only mentoring relationships but also mentors’ own development by removing power dynamics.

  2. Adopt a collaborative mentoring model. Although Y-WE mentors may be assigned to support specific programs or  tracks within programs, youth are not paired or assigned to certain mentors. Rather, youth are encouraged and supported to seek out mentors they wish to approach, and mentors are provided the latitude to step in to support youth where they see an opportunity. Such naturally occurring mentoring relationships encourage choice and agency.

  3. Schedule program check-ins and debriefs. Staff members facilitating check-ins throughout programs helps inform and improve programs in the moment. These check-ins provide avenues for mentors to collaborate with staff to improve youth program experiences and support for the entire community. Additionally, more comprehensive feedback from mentors after a program concludes can enhance future programming and the mentoring relationships that support these programs.

More considerations for youth mentoring organizations can be found in this foundry10 blog!

C: Many mentors in your study described their experiences as deeply transformative, yet they also faced challenges such as role ambiguity. What recommendations would you offer to mentoring programs to better support adult mentors while maintaining the relational, youth-initiated model you studied?
HL: Clearly communicating mentor expectations and responsibilities can help minimize role ambiguity. Ongoing mentor training and reflective practice can also support mentors to navigate challenges and uncertainties that arise throughout the program. Additionally, structuring opportunities for group discussion and reflection can facilitate mentor peer support and better aligns with the collaborative mentoring approach. While mentors noted challenges, they overwhelmingly described their experiences as deeply transformative, highlighting the value of intentional support structures that already exist within Y-WE.