Performing Department
(N/A)
Non Technical Summary
Project Abstract:The NorthStar 4-H Youth Mentorship Project will serve 60 at-risk youth in grades 6-8 inRegional School Unit (RSU) 71 serving the towns of Searsmont, Belfast, Belmont, Morrill andSwanville, Maine, from school years 2025 through 2027 through group and individual mentoringby adult 4-H youth development professionals and volunteers. The NorthStar 4-H Mentorshipprogram model is evidence-based with a history of demonstrated excellence by Maine 4-H inother rural communities. Each year, a cohort of 20, sixth grade youth will enter the program andparticipate for three years in school-based hands-on learning activities, with extended learningopportunities. Intended youth outcomes include skills in goal setting, healthy relationshipbuilding through social and life skill development, positive attitudes toward learning, aspirationfor higher education and essential workforce skills.
Animal Health Component
90%
Research Effort Categories
Basic
10%
Applied
90%
Developmental
(N/A)
Goals / Objectives
Desired Short and Long-term Results:Evidence has shown that multi-year, relationship-based mentorship program models build resilience from trauma and trust in peers and adults, increasing school engagement and aspirations for higher education and meaningful post-secondary careers (Goan, et. al 2024; Lyons, et al., 2021). Middle childhood is a prime age for interventions that raise aspirations. Research shows that after the first few months of ninth grade, youth have developed a sense of identity and image of what post-secondary life will look like for them. Once a sense of 'aspirational foreclosure', sets in around this time of adolescence, it is very difficult to change. Utilizing the PEAR Institute's HSA tool to evaluate progress, MNS4-H aims to build measurable positive outcomes for participants in the following areas: Resiliencies, including Action Orientation, Emotion Control, Assertiveness, and Perseverance, Trust, Empathy, Optimism and Reflection; Learning and School Engagement, including Learning Interest, Critical Thinking, Academic Motivation and School Bonding; and finally, Relationships, which measures change in relationships with both peers and adults.
Project Methods
Overview of Program ModelThe University of Maine Cooperative Extension's 4-H Learning Centers have long-standing school partnerships within the rural communities in which they are located. The literature on rurality as a contributor to youth engaging in at-risk behaviors such as drug use, sexual behaviors, and sedentary lifestyles draws a clear correlation between these behaviors and rural isolation, poverty, and other factors (Hamdan-Mansour, et.al., 2007). MNS4-H works directly with participating schools to identify and recruit youth to the program and work collaboratively to define and implement mentoring goals. At this implementation site, staff from Tanglewood 4-H Learning Center will work closely with the RSU 71 school district located in Waldo County and serve the rural community of Belfast, Maine.The program model consists of two basic forms of engagement with youth: core programming and informal relationship building (IRB). Core programming experiences are designed to expand horizons through travel and adventure experiences, raise aspirations for higher education and careers through college and university visits, and intentionally design workforce exposure and internships. Informal relationship building consists of adult staff and trained volunteer mentors "showing up" for youth, attending their sports games and school events, providing homework help, giving them birthday cards, and more.Youth participants will spend at least one day a week at their school, Tanglewood 4-H Learning Center, or afterschool program in a group mentoring context. Mentors and mentees will attend a two-night, three-day onboarding retreat at Tanglewood 4-H Learning Center. Volunteer mentors will work with our professionals and 4-H staff to provide wrap-around support for the grade-level cohorts of students. The teams then will hold meetings weekly to enrich their team and build and implement projects. Mentors and teachers are trained and supported weekly by 4-H staff during the year. Following the "sparks" and nurturing the voice and choice of our youth participants, cohorts will collaboratively design enrichment activities that incorporate meaningful service, and horizon-expanding experiences such as travel, college visits, and outdoor and adventure-based trips that build resilience, belonging, and self-efficacy.The MNS4-H program model based out of Tanglewood 4-H Learning Center and RSU 71, is informed by over 15 years of youth mentorship experience among the UMaine Extension project leadership team. The proposed project design draws from other models, designed, piloted, and delivered in Maine communities. These models include the 4-H Community Central program (now in year 10), funded by USDA-NIFA as part of the Children, Youth, and Families at Risk program, the 4-H Tech Wizards program, administered by National 4-H Council with funding from OJJDP, and the six-year pilot site of NorthStar 4-H in Oxford County, funded by the Rural Futures Fund and other local sources. With start-up funding from NIFA's MARRY program, we intend to launch the MNS4-H model by onboarding one cohort of at least 20 students per year for three years from grades 6-8. From the outset, we will begin a strategic financial sustainability plan.MNS4-H incorporates the six core standards of mentoring--recruitment, screening, training, matching, monitoring and support, and closure--into its framework, laying a robust foundation for impactful programming. These standards have remained the cornerstone of our efforts across Maine, ensuring that our mentoring framework is both strong and adaptable.At the heart of our approach is a commitment to Physical and Psychological Safety. Our community sites are dedicated to creating a safe environment for all participants. This commitment is reflected in our thorough volunteer screening processes, maintaining up-to-date emergency contact information, providing nutritious food, and incorporating outdoor activities. We also adhere strictly to health and safety regulations and work diligently to create spaces free from bullying. Open channels of communication and feedback are consistently maintained to address any issues promptly and ensure a safe and supportive atmosphere. The Appropriate Structure of our programs is another key focus. We provide a consistent and reliable experience through well-defined staffing roles, regular adult supervision, and clear standards for behavior and respect. Our programs offer diverse volunteer opportunities, actively seek youth input, and promote leadership roles, all of which contribute to a structured environment that supports growth and learning. Building Developmental Relationships is central to our mentoring approach. Our staff and volunteers bring relevant experience and skills to their roles, enriching the mentoring experience and fostering a positive environment. These relationships are crucial in helping youth feel valued and engaged.Opportunities to Belong are woven into every aspect of our programs. We emphasize inclusive practices and encourage youth to participate in goal-oriented leadership activities. This focus helps ensure that every young person feels a strong sense of connection and value within the community. We also prioritize the establishment of Positive Social Norms. Through clear behavior expectations, team-building activities, and opportunities for civic engagement, we promote positive values and norms. This approach not only reinforces good behavior but also strengthens the sense of community among participants. Supporting Efficacy and Mattering is another fundamental aspect of our mentoring. We aim to empower youth by enhancing their sense of responsibility and providing them with meaningful challenges. This support helps bolster their confidence and ensures they feel significant within the program.Finally, our commitment to Opportunities for Skill Building is evident in our focus on the core elements of youth development: Belonging, Mastery, Independence, and Generosity. Our programs are designed to provide youth with ample opportunities to develop these essential skills, fostering their spark through intentional opportunity and connection. MNS4-H prepares young people to be beyond ready for the workforce and adulthood. Youth in our programs are positioned to thrive. With the integration of these principles into our mentoring framework, MNS4-H remains dedicated to nurturing the holistic development of youth, guiding them toward a future full of promise and engagement.Our recruitment strategy leverages relationships with teachers, staff, and after-school program providers to match mentees with mentors. Mentors, including University of Maine professionals, school staff, local non-profit members, and family members from diverse communities, enhance program effectiveness. By selecting mentors from within the communities and schools, we ensure sustained engagement and foster deeper, more impactful connections between mentors and mentees, ultimately enriching the educational experience.