Mentors: Guiding others

The mentoring programme at Trinity continues to expand, with half of the Lower Sixth Form applying every October. We have seen a direct link between students who are mentors and those who later become prefects, highlighting the programme’s role in nurturing aspiring leaders.

Mentors are selected based on a range of skills. Some may have relevant experience, such as running a society or coaching younger students, while others see this role as an opportunity for personal growth or as a stepping stone towards a specific goal.

Becoming a mentor entails a significant commitment. Mentors undergo five weeks of training in November, shadow Upper Sixth mentors, and in Spring term they are thrown in at the deep end and must run one form session with a Lower or Middle School group every week. Ideally, mentors collaborate with form tutors to deliver Personal Development (PD) topics or resources, and through this they build relationships with the younger students.

In addition to form sessions, mentors offer one-to-one support to students who need help with schoolwork or personal problems. Mentors bridge the gap between the younger students and teachers, serving as role models and positively influencing their peers. Many mentors were mentored themselves and want to give back to the school community.

The qualities that make a good mentor align with those of a good leader: selflessness, commitment, collaboration, a genuine desire to help, punctuality, and effective communication.

Upper Sixth student Leah DevereuxMckenzie was keen to become a mentor to support the younger community and share her experiences for the benefit of others. As part her role, she developed a set of PD resources on topics like friendship for use in form times, which are now being widely utilised throughout the school.

Mentoring has made me more open-minded, and I have learnt just as much from younger students as they have from me.

Leah Devereux-Mckenzie, Upper Sixth student

She says, “I enjoy the funny moments during form times and seeing mentees around school; connecting with others makes my day more enjoyable. Mentoring has made me more openminded, and I have learnt just as much from younger students as they have from me. Experiences like these make you more confident, personable and organised, all skills which will stand me in good stead for the future. It’s confirmed to me that pursuing a people-focused career like law, is right for me.”

Another stand out mentor from the Upper Sixth, Felix Gomulka, shares, “I joined the school as a JBug, and some of my fondest memories are from my own mentoring sessions, which made the transition from my small primary school much easier. I wanted to become a mentor so I could help others in the same way.

“As a mentor, you need to be adaptable and creative to change your sessions to best suit the form you are with. When the students react positively to activities, like when I incorporate guitar-playing during form time, it boosts my confidence. Mentoring is a two-way street; you learn as much from the students as they do from you. You also need to be a good team player and collaborate with the other mentors to plan and deliver engaging and productive activities.

“Being a mentor has encouraged me to keep an open mind about my future plans. I’ve thoroughly enjoyed working with younger students, which has motivated me to complete my ECB Level 2 Cricket Coach certification to continue this type of role.”