Us Congress 2025-2026 Regular Session

Us Congress House Bill HR160 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
1	1	IV
2	2	119THCONGRESS
3	3	1
4	4	STSESSION H. RES. 160
5	5	Recognizing January 2025 as ‘‘National Mentoring Month’’.
6	6	IN THE HOUSE OF REPRESENTATIVES
7	7	FEBRUARY24, 2025
8	8	Ms. S
9	9	CANLON(for herself, Mr. BACON, Ms. LOISFRANKELof Florida, Mrs.
10	10	C
11	11	HERFILUS-MCCORMICK, Ms. WILLIAMSof Georgia, Mrs. MCBATH, Ms.
12	12	T
13	13	ITUS, Ms. TOKUDA, Mr. CARSON, Ms. MOOREof Wisconsin, Ms. TLAIB,
14	14	Mrs. B
15	15	EATTY, Mr. DAVISof Illinois, Mr. JOHNSONof Georgia, Ms.
16	16	V
17	17	ELA´ZQUEZ, Mr. CROW, Mr. EVANSof Pennsylvania, Ms. KAMLAGER-
18	18	D
19	19	OVE, Mr. NUNNof Iowa, Mr. TONKO, Ms. LEEof Pennsylvania, Ms.
20	20	R
21	21	OSS, Mr. DAVISof North Carolina, Mrs. MCIVER, Mrs. HAYES, Mr.
22	22	J
23	23	ACKSONof Illinois, Mr. MOULTON, Ms. SCHAKOWSKY, Ms. ANSARI, Mr.
24	24	L
25	25	ANDSMAN, and Mr. DESAULNIER) submitted the following resolution;
26	26	which was referred to the Committee on Education and Workforce
27	27	RESOLUTION
28	28	Recognizing January 2025 as ‘‘National Mentoring Month’’.
29	29	Whereas the goals of National Mentoring Month are to raise
30	30	awareness of and celebrate the powerful impact of men-
31	31	toring relationships, recruit new mentors, and encourage
32	32	institutions to integrate quality mentoring into their poli-
33	33	cies, practices, and programs;
34	34	Whereas quality mentoring fosters positive life and social
35	35	skills, promotes self-esteem, bolsters academic achieve-
36	36	ment and college access, supports career exploration, and
37	37	nurtures youth leadership development;
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40	40	•HRES 160 IH
41	41	Whereas mentoring happens in many settings, including com-
42	42	munity-based programs, elementary and secondary
43	43	schools, colleges, government agencies, religious institu-
44	44	tions, and the workplace, and in various ways, including
45	45	formal mentoring matches and informal relationships
46	46	with teachers, coaches, neighbors, faith leaders, and oth-
47	47	ers;
48	48	Whereas effective mentoring of underserved and vulnerable
49	49	populations helps individuals confront challenges they
50	50	may face, and display improved mental health and social-
51	51	emotional well-being;
52	52	Whereas studies have shown that incorporating culture and
53	53	heritage into mentoring programs can improve academic
54	54	outcomes and increase community engagement, especially
55	55	for Alaskan Native and American Indian youth;
56	56	Whereas youth development experts agree that mentoring en-
57	57	courages positive youth development and smart daily be-
58	58	haviors, such as finishing homework and having healthy
59	59	social interactions, and has a positive impact on the
60	60	growth and success of a young person;
61	61	Whereas mentors help young people set career goals and can
62	62	help connect them to industry professionals to train for
63	63	and find jobs;
64	64	Whereas mentoring programs generally have a significant,
65	65	positive impact on youth academic achievement, school
66	66	connectedness and engagement, and educational success,
67	67	which leads to outcomes such as improved attendance,
68	68	grades and test scores, and classroom behavior;
69	69	Whereas research has found that young people facing risk of
70	70	not completing high school but who had a mentor were,
71	71	compared with their peers, more likely to enroll in col-
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75	75	lege, more likely to participate regularly in sports or ex-
76	76	tracurricular activities, more likely to hold a leadership
77	77	position in a club or sports team, more likely to volunteer
78	78	regularly, and less likely to start using drugs;
79	79	Whereas mentoring has long been a staple of juvenile justice
80	80	and violence prevention efforts, and can offer comprehen-
81	81	sive support to youth at risk for committing violence or
82	82	victimization, as it can address many risk factors at once;
83	83	Whereas mentoring relationships for youth facing risk, such
84	84	as foster youth, can have a positive impact on a wide
85	85	range of factors, including mental health, educational
86	86	functioning and attainment, peer relationships, employ-
87	87	ment, and housing stability;
88	88	Whereas mentoring programs have been found to have a
89	89	meaningful positive impact on mental health symptoms
90	90	across a variety of outcomes, including internalizing and
91	91	externalizing mental health symptoms, interpersonal rela-
92	92	tionships, and reducing stress experienced by their par-
93	93	ents;
94	94	Whereas mentoring is an innovative, evidence-based practice
95	95	and, uniquely, is both a prevention and intervention
96	96	strategy that can support young people of all demo-
97	97	graphics and backgrounds in all aspects of their lives;
98	98	Whereas each of the benefits of mentors described in this pre-
99	99	amble serves to link youth to economic and social oppor-
100	100	tunity while also strengthening communities in the
101	101	United States;
102	102	Whereas, despite those described benefits, one young person
103	103	of every three is growing up without a mentor, which
104	104	means a third of the youth of the United States are
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107	107	•HRES 160 IH
108	108	growing up without someone outside of the home to offer
109	109	real life guidance and support; and
110	110	Whereas this ‘‘mentoring gap’’ demonstrates the need for col-
111	111	laboration between the private, public, and nonprofit sec-
112	112	tors to increase resources for relationship-centric sup-
113	113	ports for youth in communities, schools, and workplaces:
114	114	Now, therefore, be it
115	115	Resolved, That the House of Representatives— 1
116	116	(1) recognizes ‘‘National Mentoring Month’’; 2
117	117	(2) recognizes the caring adults who serve as 3
118	118	staff and volunteers at quality mentoring programs 4
119	119	and help the young people of the United States find 5
120	120	inner strength and reach their full potential; 6
121	121	(3) acknowledges that mentoring is beneficial 7
122	122	because it supports educational achievement, engage-8
123	123	ment and self-confidence, supports young people in 9
124	124	setting career goals and expanding social capital, re-10
125	125	duces juvenile delinquency, and strengthens commu-11
126	126	nities; 12
127	127	(4) promotes the establishment and expansion 13
128	128	of quality mentoring programs across the United 14
129	129	States to equip young people with the tools needed 15
130	130	to lead healthy and productive lives; and 16
131	131	(5) supports initiatives to close the ‘‘mentoring 17
132	132	gap’’ that exists for the many young people in the 18
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135	135	•HRES 160 IH
136	136	United States who do not have meaningful connec-1
137	137	tions with adults outside the home. 2
138	138	Æ
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