​​Youth mentoring has long been recognised as a powerful tool for promoting positive youth development and helping young people reach their full potential. However, as the field has grown and evolved, so too has the need for a clear and comprehensive set of standards to guide the work of youth mentoring organisations and practitioners.

The Mentoring Lab's  Youth Mentoring in Practice Standards and Framework is a detailed and evidence-based set of guidelines designed to support the delivery of high-quality mentoring sessions to young people.

Developed through extensive research and consultation with youth mentoring experts in the field and the youth mentee's they have served, this framework provides a roadmap for youth mentors looking to create, enhance, or evaluate their youth mentoring sessions.

At The Mentoring Lab we have focused intently on developing these standards, drawing on our years of experience delivering mentoring programmes at a local community level. By practicing these standards ourselves and demonstrating their effectiveness, we aim to share our learning and best practices with the wider youth mentoring sector across the UK.

The Youth Mentoring in Practice Standards and Framework covers the delivery of youth mentoring sessions, from mentor recruitment, training to programme management and evaluation.

It includes specific guidelines and best practices for both one-to-one and group mentoring, as well as recommendations for ensuring the safety, confidentiality, and well-being of all participants.

One of the key aims of the framework is to promote consistency and quality across the youth mentoring sector and the way mentoring sessions are delivered.

By providing a shared set of standards and expectations, we hope to improve young people's experience in their mentoring session, and across the sector, improve collaboration, learning, and innovation among mentoring organisations and practitioners.

We also hope to make it easier for funders, policymakers, and other stakeholders to identify and support high-quality mentoring programmes that are making a real difference in the lives of young people.

Another important goal of the framework is to support the professionalisation and recognition of youth mentoring as a distinct and valuable field of practice. By articulating the unique skills, knowledge, and competencies required for effective youth mentoring, we aim to raise the profile and status of this important work and encourage more people to get involved as mentors, programme staff, or supporters.

So how can the Youth Mentoring in Practice Standards and Framework be used in practice? Youth Mentors and organisations can access:

• A self-assessment tool 
• A framework for youth mentor training
• A framework for professional development
• A framework for mentoring session evaluation and mentoring relationship impact assessment
• Resources for parents, carers, and young people looking to engage with mentoring services
• Recognition of organisations delivering high-quality mentoring sessions
• References for funders and policymakers looking to support high-quality mentoring initiatives

Ultimately, our hope is that the Youth Mentoring in Practice Standards and Framework will contribute to a thriving and impactful youth mentoring sector that is equipped to meet the diverse needs of young people and communities. We believe that by working together towards a shared vision of quality and consistency, we can unlock the full potential of mentoring to create positive change in the world.

We invite all those involved in youth mentoring – whether as practitioners, researchers, funders, or supporters – to join us in embracing and applying these standards in their work.

Together, we can build a brighter future for young people and the communities they represent.

Elaine Isadora Thomas, Founder Ceo, The Mentoring Lab

In recent years, there has been a growing recognition of the importance of youth mentoring in promoting positive outcomes for young people. Studies have consistently shown that having a caring, supportive adult mentor can help youth develop social, emotional, and cognitive skills, improve academic performance, and reduce risk-taking behaviors (Rhodes & DuBois, 2008; DuBois et al., 2011).

This demand for youth mentors is particularly acute in African and Caribbean communities, where young people often face unique challenges and barriers to success. According to a report by the National Mentoring Partnership (2019), African American and Hispanic youth are significantly less likely than their white peers to have access to a formal mentor. This disparity is particularly concerning given the research showing that youth from these communities can benefit greatly from mentoring relationships.

A study by the University of Georgia found that African American youth who had a mentor were more likely to report positive academic, social, and emotional outcomes than those who did not have a mentor (Kupersmidt et al., 2017). Similarly, a study of Caribbean youth found that those who participated in a mentoring program showed significant improvements in their self-esteem, social skills, and academic performance (Dye et al., 2020).

Despite the clear benefits of youth mentoring, many parents and caregivers struggle to find suitable mentors for their children. A survey by the National Mentoring Resource Center (2021) found that nearly 40% of parents reported difficulty finding a mentor for their child, with African American and Hispanic parents reporting even greater challenges.

The COVID-19 pandemic has only exacerbated this issue, with many mentoring programs and services being disrupted or suspended due to social distancing requirements and other restrictions. This has left many young people without access to the support and guidance they need during a particularly challenging time.

As a community, we must come together to address this growing demand for youth mentors and ensure that every child has access to the support and guidance they need to thrive. This means investing in mentoring programs and services, particularly those that are culturally responsive and tailored to the unique needs of African and Caribbean youth.

It also means encouraging more adults to step up and become mentors, whether through formal programs or informal relationships. Research has shown that mentors do not need to be experts or have specific qualifications – they simply need to be caring, consistent, and committed to supporting young people (Rhodes & DuBois, 2008).

By working together to provide more mentoring opportunities for African and Caribbean youth, we can help build a brighter future for our communities and ensure that every child has the chance to reach their full potential. As the African proverb says, "It takes a village to raise a child." Let us be that village and provide the support and guidance our young people need to succeed.

References:

• DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest, 12(2), 57-91.
• Dye, L., Burke, M. G., & Wright, C. (2020). The impact of a mentoring program on the academic and social-emotional outcomes of Caribbean youth. Journal of Black Psychology, 46(2-3), 140-165.
• Kupersmidt, J. B., Stelter, R. L., Rhodes, J. E., & Stump, K. N. (2017). Mentoring program practices as predictors of match longevity. Journal of Community Psychology, 45(5), 630-645.
• National Mentoring Partnership. (2019). The mentoring effect: Young people's perspectives on the outcomes and availability of mentoring.
• National Mentoring Resource Center. (2021). Mentoring in the wake of COVID-19: A survey of parents and caregivers.
• Rhodes, J. E., & DuBois, D. L. (2008). Mentoring relationships and programs for youth. Current Directions in Psychological Science, 17(4), 254-258.

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Elaine Isadora Thomas, Founder Ceo, The Mentoring Lab

​Youth mentoring has long been recognised as a valuable tool for supporting the personal and social development of young people.

In the Caribbean community, mentoring programs have played a crucial role in helping youth navigate the challenges of growing up and preparing for adulthood. However, as the demand for mentors continues to rise, there are growing concerns about the potential dangers that can arise when mentoring relationships are not properly managed and supervised.

One of the most significant risks associated with youth mentoring in the Caribbean community is the lack of capacity among voluntary and community groups to meet the increasing demand for mentors.

As a result, many parents and caregivers are turning to paid or volunteer mentors from their local communities to provide guidance and support for their children. While these mentors may have good intentions, the absence of proper screening, training, and safeguarding measures can put young people at risk of harm.

Without a clean Enhanced DBS (police check), character or professional reference checks, there is no way to ensure that mentors are suitable to work with young people. This can leave children vulnerable to abuse, exploitation, or other forms of harm. Read our article on Finding the Right Mentor

Moreover, mentors who are not properly trained may lack the skills and knowledge needed to provide effective support and guidance to young people, potentially leading to negative outcomes.

To address these concerns, it is essential that steps are taken to improve the safety and quality of youth mentoring in the Caribbean community. This can include:

1. Increasing funding and support for voluntary and community groups to help them expand their capacity to provide mentoring services
2. Establishing clear standards and guidelines for the screening, training, and supervision of mentors, including requirements for enhanced DBS checks and reference checks
3. Providing ongoing training and support for mentors to ensure they have the skills and knowledge needed to work effectively with young people
4. Encouraging greater collaboration and partnership between mentoring organizations, schools, and other community groups to ensure a coordinated and comprehensive approach to youth mentoring
5. Raising awareness among parents and caregivers about the importance of choosing mentors who have been properly screened and trained, and who operate within a framework of safeguarding and support

By taking these steps, we can help to ensure that youth mentoring in the Caribbean community is safe, effective, and beneficial for all young people. It is essential that we work together to create a culture of safeguarding and support, so that every child has the opportunity to thrive and reach their full potential.

Elaine Isadora Thomas - Founder Ceo, The Mentoring Lab

​A 2021 report from the UK Parliament found that the unemployment rate for recent black graduates was over 12%, more than triple the 4% rate for recent white graduates (UK Parliament, 2021). The Trade Union Congress also analysed extensive data showing significantly higher unemployment across working-age black communities in the UK (TUC, 2020).

​Scholars have examined multiple factors pointing to societal and systemic factors that perpetuate racial inequalities in employment outcomes for black youths transitioning to high quality careers in England and the wider UK.

Discriminatory hiring practices have been frequently cited, with research showing resumes from applicants with white-sounding names receiving substantially more callbacks compared to equally qualified black candidates (Zwysen and Longhi, 2016). More subtle biases also affect black applicants' progress through recruitment processes (Booth et al., 2012). For example a lack of diversity in many professional fields and leadership roles also leads to fewer people within organizations advocating for and mentoring black youth (McGregor-Smith, 2017).

Once in roles, black employees report less access to career development opportunities, mentorship, and sponsorship to advance in companies compared to white colleagues (McGregor-Smith, 2017). This limits upward mobility.

Additionally, black students are more likely to come from lower socioeconomic status families and be the first in their families to attend university (Advance HE, 2018). This results in less access to the funds needed for extra training and qualifications and educational resources, industry connections, and familial guidance that facilitate entry into lucrative professions (Raffo and Reeves, 2000).

Geography also impacts access. Those from poorer neighbourhoods face greater barriers entering high-status careers (Tunstall et al., 2014). As black families in the UK remain disproportionately located in less affluent areas due to historical racism in housing policies, locality can compound disadvantage (Runnymede Trust, 2017).

Research points to initiatives that could improve black youths' employment outcomes:

• apprenticeships accessible to neurodiverse youth, with fantsatic grit and employability qualities yet often receiving lower grades
• Mentorship and networking programs help students gain experience and contacts (Dean, 2003).
• Recruitment reform like blind hiring helps reduce conscious and unconscious biases (London School of Economics, 2021), to increase opportunities for black youth (Tunstall et al., 2014). 
• Targeted internships, apprenticeships and skills training create alternative pathways into industries (McGregor-Smith, 2017).
• High-quality, Culturally aware career coaching and guidance provides necessary guidance to navigate workplaces (Hewlett and Wingfield, 2015).
• Legislative action like mandatory ethnicity pay gap reporting applies pressure on companies to reform hiring, promotion and development practices (UK Parliament, 2022).
• Racial bias training for hiring managers has also been proposed (McGregor-Smith, 2017).

While promising programmes exist, scholars emphasize comprehensive anti-racist policies across education and employment are vital to dismantle barriers and improve economic outcomes for black youth in England (Saran, 2021). Progress remains slow, indicating significant work is still required to enable equal access to quality careers.