IV
119THCONGRESS
1
STSESSION H. RES. 160
Recognizing January 2025 as ‘‘National Mentoring Month’’.
IN THE HOUSE OF REPRESENTATIVES
FEBRUARY24, 2025
Ms. S
CANLON(for herself, Mr. BACON, Ms. LOISFRANKELof Florida, Mrs.
C
HERFILUS-MCCORMICK, Ms. WILLIAMSof Georgia, Mrs. MCBATH, Ms.
T
ITUS, Ms. TOKUDA, Mr. CARSON, Ms. MOOREof Wisconsin, Ms. TLAIB,
Mrs. B
EATTY, Mr. DAVISof Illinois, Mr. JOHNSONof Georgia, Ms.
V
ELA´ZQUEZ, Mr. CROW, Mr. EVANSof Pennsylvania, Ms. KAMLAGER-
D
OVE, Mr. NUNNof Iowa, Mr. TONKO, Ms. LEEof Pennsylvania, Ms.
R
OSS, Mr. DAVISof North Carolina, Mrs. MCIVER, Mrs. HAYES, Mr.
J
ACKSONof Illinois, Mr. MOULTON, Ms. SCHAKOWSKY, Ms. ANSARI, Mr.
L
ANDSMAN, and Mr. DESAULNIER) submitted the following resolution;
which was referred to the Committee on Education and Workforce
RESOLUTION
Recognizing January 2025 as ‘‘National Mentoring Month’’.
Whereas the goals of National Mentoring Month are to raise
awareness of and celebrate the powerful impact of men-
toring relationships, recruit new mentors, and encourage
institutions to integrate quality mentoring into their poli-
cies, practices, and programs;
Whereas quality mentoring fosters positive life and social
skills, promotes self-esteem, bolsters academic achieve-
ment and college access, supports career exploration, and
nurtures youth leadership development;
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Whereas mentoring happens in many settings, including com-
munity-based programs, elementary and secondary
schools, colleges, government agencies, religious institu-
tions, and the workplace, and in various ways, including
formal mentoring matches and informal relationships
with teachers, coaches, neighbors, faith leaders, and oth-
ers;
Whereas effective mentoring of underserved and vulnerable
populations helps individuals confront challenges they
may face, and display improved mental health and social-
emotional well-being;
Whereas studies have shown that incorporating culture and
heritage into mentoring programs can improve academic
outcomes and increase community engagement, especially
for Alaskan Native and American Indian youth;
Whereas youth development experts agree that mentoring en-
courages positive youth development and smart daily be-
haviors, such as finishing homework and having healthy
social interactions, and has a positive impact on the
growth and success of a young person;
Whereas mentors help young people set career goals and can
help connect them to industry professionals to train for
and find jobs;
Whereas mentoring programs generally have a significant,
positive impact on youth academic achievement, school
connectedness and engagement, and educational success,
which leads to outcomes such as improved attendance,
grades and test scores, and classroom behavior;
Whereas research has found that young people facing risk of
not completing high school but who had a mentor were,
compared with their peers, more likely to enroll in col-
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lege, more likely to participate regularly in sports or ex-
tracurricular activities, more likely to hold a leadership
position in a club or sports team, more likely to volunteer
regularly, and less likely to start using drugs;
Whereas mentoring has long been a staple of juvenile justice
and violence prevention efforts, and can offer comprehen-
sive support to youth at risk for committing violence or
victimization, as it can address many risk factors at once;
Whereas mentoring relationships for youth facing risk, such
as foster youth, can have a positive impact on a wide
range of factors, including mental health, educational
functioning and attainment, peer relationships, employ-
ment, and housing stability;
Whereas mentoring programs have been found to have a
meaningful positive impact on mental health symptoms
across a variety of outcomes, including internalizing and
externalizing mental health symptoms, interpersonal rela-
tionships, and reducing stress experienced by their par-
ents;
Whereas mentoring is an innovative, evidence-based practice
and, uniquely, is both a prevention and intervention
strategy that can support young people of all demo-
graphics and backgrounds in all aspects of their lives;
Whereas each of the benefits of mentors described in this pre-
amble serves to link youth to economic and social oppor-
tunity while also strengthening communities in the
United States;
Whereas, despite those described benefits, one young person
of every three is growing up without a mentor, which
means a third of the youth of the United States are
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growing up without someone outside of the home to offer
real life guidance and support; and
Whereas this ‘‘mentoring gap’’ demonstrates the need for col-
laboration between the private, public, and nonprofit sec-
tors to increase resources for relationship-centric sup-
ports for youth in communities, schools, and workplaces:
Now, therefore, be it
Resolved, That the House of Representatives— 1
(1) recognizes ‘‘National Mentoring Month’’; 2
(2) recognizes the caring adults who serve as 3
staff and volunteers at quality mentoring programs 4
and help the young people of the United States find 5
inner strength and reach their full potential; 6
(3) acknowledges that mentoring is beneficial 7
because it supports educational achievement, engage-8
ment and self-confidence, supports young people in 9
setting career goals and expanding social capital, re-10
duces juvenile delinquency, and strengthens commu-11
nities; 12
(4) promotes the establishment and expansion 13
of quality mentoring programs across the United 14
States to equip young people with the tools needed 15
to lead healthy and productive lives; and 16
(5) supports initiatives to close the ‘‘mentoring 17
gap’’ that exists for the many young people in the 18
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United States who do not have meaningful connec-1
tions with adults outside the home. 2
Æ
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