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The Power of Mentoring at Hill School
The Power of Mentoring at Hill School
Arecent scene at the Middleburg Safeway perfectly captured the essence of Hill School’s long-time mentoring program.
A young student, accompanied by a parent, excitedly approached an older student. Although it was clear the older boy was not from the younger student’s class, their interaction was warm and friendly. When the curious parent inquired about the identity of the older student, her son responded with the simple truth, “He’s my mentor.”
For over four decades, Hill has championed a robust mentoring program that pairs younger and older students, engaging them in a variety of activities throughout the year—whether outdoors, in the classroom, or at the school’s athletic center.
These activities not only reinforce the curriculum but also celebrate special days and uphold cherished school traditions. By the year’s end, these pairs often forge enduring bonds that last well into their adult lives.
“At the beginning of the year, we sit down with the older kids and ask them to remember the experiences they had when they were the mentee,” said Hunt Lyman, Hill’s Academic Dean and mentoring coordinator. “We tell them ‘You’re the big kid now and you’re there to help them and guide them, and the adults are always there to back you up.’”
Students from sixth grade are matched with Junior Kindergarten and Kindergarten children. Seventh graders work with the first graders and eighth graders mentor the second and third graders. Their teachers meet before the start of each school year to discuss pairing possibilities and then make the final decision. They might match two students both interested in riding horses, both of them sports fans, both taking music lessons. etc.
“One of the distinct advantages of a JK-8 structure is that it provides our middle schoolers with genuine leadership opportunities,” Lyman added. “Sixth, seventh and eighth graders thrive under the responsibility, stepping out from their usual peer circles, which is incredibly formative at this stage in their development. Mentoring not only enhances their leadership skills but also boosts their confidence.”
The structure of the school calendar also prioritizes the mentoring program, ensuring it remains unaffected by special events, holidays, or other school schedule changes. That consistency is vital, as lower school teachers like veteran educator Kara Whitehead depend on older students for projects that demand personalized attention.
A notable example is the annual second grade “Flat Me” project, where each child creates a miniature stand-in of themselves for adventures and discoveries.
“Managing this project for 25 students without the one-to-one support of our older students would be unimaginable,” Ms. Whitehead said. “It requires a dedicated, individual approach.”
The enthusiasm from the younger students is palpable—they often greet their mentors with smiles and hugs. For the older students, it’s equally crucial.
“I work hard at mentoring,” said one recent eighth grade student. “I was a second grader once, too. And I’m going to need another mentor one day.”
Said another recent Hill graduate, “Mentoring was my favorite part of Hill. It’s helped me understand who I am. Now I can help someone else do the same thing.”
There are distinct time periods set aside at least once a week throughout the school year for the students to work with each other, even in a gym class where an upper school lacrosse player might be teaching a young student how to pass or shoot with a lacrosse stick.
“The students really get to know each other,” Lyman said. “They remember their mentors and their mentees their entire lives. For the older kids, their social world can often be their whole worlds, and that can be stifling. When you have to pay attention to the younger kids, and not just your friends, it’s just as important to them as it is to the lower school students.”
