Starting a Mentoring Program in Your High School

Dr. Lance K. Reed

All students should enter high school with the goal of graduation in mind.  This challenge may be easy for some students while others require more time and engagement  to make this come to fruition.  As a secondary educator, your job is to truthfully believe that all students can learn and that all students can graduate from high school.  If this belief level is in place there must be interventions, enrichment, programming, and instruments in place to meet the needs for all types of learners.  Students who have a positive connection with an adult are more likely to achieve academically, behaviorally, and socially.  Starting a mentoring program is a way to allow students to be exposed to influential people who can motivate them for high school success.  It also allows stakeholders the opportunity to actively get involved in your high school which in turn continues to build a healthy community partnership.  Below I have listed the steps required to implement a program immediately in your school.

  1.  Select a group of people in your school as well as in the community who are passionate about encouraging students to reach their potential.  This group will help in the overall organization of the program.  Decide when, where, and how often you will meet with the students.  There may be a monthly meeting or a weekly meeting, but it is important not to interfere with instructional time when making this decision.  Each meeting should have a specific topic that will be addressed.  These topics of discussion should be engaging, informative, and interesting to students.  It is very important to invite dynamic speakers who are experts on the topics to share with your group.  Students need to feel like they are getting something out of every session that they can use for their improvement.  Once your year of activities are planned and in place, it is time to implement the plan.  Keep in mind, there may be some adjustments to this plan along the way, but it is important to start with your yearly activities coordinated.  Good communication is essential when adjustments are made in order for everyone involved to be informed.  Offer a door prizes and snacks at every meeting to boost excitement to participate.  Let your community stakeholders help you to get donations for these items  Your community would love to help and the students will be excited to see a group care about them.
  2.  Select the group of students who will participate.  Speak to counselors, teachers and other administrators for recommendations of students who would benefit from an opportunity to be mentored by a positive group of community figures.  Students are chosen based on a variety of things including behavior, absenteeism, grades, parental involvement, and staff recommendations.  Selected students must be given a parental consent form to complete in order to participate.  Figure out how many students that you will include and go find them.  Separating the boys groups from the girl groups will allow for some deeper and more focused conversations.
  3.  Monitor students and ask for feedback from all participants on the sessions.  Keep attendance on the people present at all meetings.  Monitor all student participants’ attendance and grades while in the program.  Have conversations with students about their school year and encourage mentors to visit the school or school events anytime.  Ask students for feedback on how the sessions are going for them and things that they would like to see discussed.
  4. Have a culminating activity to recognize everyone who took part in the program.  This can be a meeting, luncheon, dinner, or picnic.  It will allow for everyone to show appreciation for the time that was spent together.  It will also set a tone for the expectations that are extended to each student going forward and that they will have the support of all of the adults that they encountered during this program.  Invite parents to participate.
  5. Reflect on the program with adult participants and decide what went well and what did not.  Use this time to make decisions about what adjustments can be made for next year.  Create support for the program by sharing its benefits with stakeholders and develop a culture of sharing in you community.  Follow up with student participants and always remain encouraging with them.
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Published by Dr. Lance K. Reed

I am the son of two dedicated educators, and growing up I vowed never to follow in their footsteps. Instead, I pursued football, earning a scholarship to Louisiana Tech University where I had the privilege of serving as captain of the football team. My college years were filled with both triumphs and challenges, but through perseverance I earned a B.S. in Mathematics with a minor in English, along with coursework in computer programming. At graduation, I was confident that opportunities awaited a young Black male with leadership experience, academic discipline, and athletic credentials. However, the career path I envisioned did not immediately materialize. Instead, I was offered a position teaching high school mathematics, stepping into the shoes of a highly respected teacher in a neighboring community. What began as a one-year commitment evolved into a calling. After that year, I returned to Louisiana Tech to pursue a Master of Education in Secondary Mathematics, which became the foundation of my career in education. My journey then took me to Arlington, Texas, where I spent six years teaching math and coaching. During that time, I learned the importance of modeling excellence both inside and outside the classroom. I poured myself into teaching with the same intensity I brought to coaching, and I was fortunate to grow alongside skilled professionals who shaped my early philosophy as an educator and leader. The relationships and experiences I built during this period remain invaluable. The next chapter of my career brought me back home to Natchez, Mississippi, where I served as Head Football Coach and math teacher at Natchez High School—my alma mater. Coaching and teaching in my hometown was a dream realized. I dedicated myself to my school and community, and together we experienced tremendous growth in both academics and athletics. The memories we created and the success of my students and athletes, many of whom are now thriving as young adults, remain my greatest rewards. In 2014, I completed my dissertation and earned a Ph.D. in Educational Administration from the University of Southern Mississippi. This milestone deepened my commitment to leadership in education. Today, I serve as the 9th Grade Principal and District Dropout Prevention Coordinator at South Panola High School in Batesville, Mississippi. Now in my fourth year in this role, I continue to learn, grow, and lead. My current platform allows me to share my experiences, advocate for students, and collaborate with colleagues on pressing educational challenges. Looking back, I see that my vow to avoid education was simply a detour to my true purpose. Each step of my journey has prepared me to influence lives, lead with integrity, and build systems that give students opportunities to thrive.

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