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I was 14 when I first experienced mentorship. I was working at a community garden in California, where I helped organize and guide adult volunteers through weekend tasks such as weeding and harvesting. I was eager to talk to them about school and my interest in business, and in return they asked questions and described parts of their educational and career paths. I did not realize it then, but they were mentoring me.
Six years later, those relationships remain an anchor of my personal and academic growth. We still speak regularly, and their pride in my progress reflects the care they invested early on.
Today, as a 20-year-old business student, I have mentored 25 high school students as they navigate academics, career exploration and the transition to higher education. This National Mentoring Month, I’d like to share some advice for mentors, based on my experiences.
Do not wait for young people to ask for mentorship
Though many students desperately need trusted adults outside their families who can offer guidance, perspective and encouragement, research shows that Gen Z is less likely than previous generations to report having had a mentoring relationship. This is not because students lack interest; another study found more than 70% of teens have turned to artificial intelligence for friendship and 50% use AI companions regularly. They simply don’t know what mentorship is supposed to look like or how to find it.
That was my experience. As a high school student, I did not know mentorship was something I could seek out. It entered my life because adults noticed my curiosity, followed up and encouraged me to stay connected.
Podcast: What a Mentorship Mindset Can Do for Student Motivation
One lesson I learned quickly is that mentors must explicitly say they are willing to maintain a relationship. Without that clarity, many students assume they are bothering adults by following up. Silence is often interpreted as disinterest. Saying something as simple as “I’m happy to stay in touch” or “Please reach out again” gives students permission to remain engaged.
Offer guidance early, before pressure replaces curiosity
Students are expected to make life-shaping decisions early, often without the information needed to make them well. A study found that fewer than half of Gen Z students felt they had enough information in high school to determine the best path after graduation.
My early mentoring relationships in high school reshaped how I imagined my future. My mentors believed in me before I believed in myself. They raised my expectations and encouraged me to pursue opportunities I would not have considered, including interning while still in high school at Kaiser Permanente, applying to and attending USC and completing college internships at Kaiser and Making Waves Education Foundation.
That belief helped me see what was possible and maximize my potential before choices felt final.
Use your successes and failures as learning experiences. Both matter.
K-12 schools are places for developing social capital through mentorship. Teachers, counselors, coaches and volunteers can serve as mentors, building trust through everyday interactions. My mentors did not just share where they ended up. They told me how they got there, including uncertainty and detours. That honesty helped me make more informed decisions and see opportunity as something navigable, not abstract. They provided perspectives I still rely on today.
Your experience and vulnerability can be life-changing
Mentorship does not require seniority. I became a mentor while I was still learning. During my senior year of high school, I tutored freshmen, working daily on organization, study habits and how to navigate challenges in and out of the classroom. Many of them had started the year unsure of themselves. By the end, they were more confident, engaged and willing to ask for help.
Mentorship is not about having perfect answers. It is about slowing down, being specific and remembering what it felt like to not know yet. The biggest impact comes when both mentors and mentees are transparent and honest about what they know and don’t yet know.
Gen Z is Looking for Balance, Mentorship, and Meaning in Work
I continue to mentor high school students, and I am well equipped to do so because I navigated the process recently. I remember what was unclear, what was never explained and which decisions felt overwhelming without context. Sharing that knowledge while it is still current helps students make informed choices instead of guessing and trying to navigate critical decisions alone.
Treat mentorship like a continuous cycle
Knowledge flows in multiple directions, and mentorship works best when it is rooted in trust and humanity, not hierarchy. It’s not about having a title or attaining a certain level of success.Hearing about your experiences is often what students need most. Even information that feels obvious may be transformative for a student encountering it for the first time.
Every opportunity I have had is tied to someone who took the time to answer a question, offer guidance or remind me that I belonged in spaces I was still learning to navigate. As I move forward, I feel responsible to stay connected with those coming up behind me and offer the same clarity and encouragement. When knowledge is passed forward with care, it does more than support a single student. It creates momentum that carries entire communities forward.
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