In this blog, Princess Bestman, Arts and Wellbeing Practitioner, Care Advocate and advisory group member for the Mentoring and Befriending Practice Guide, reflects on their experience of mentoring, the impact that it can have, and why it is so important.
It’s been interesting to be part of the Advisory Group for the upcoming Mentoring and Befriending Practice Guide, produced by Foundations and commissioned by the Department for Education, due to be published next week. I’ve experienced mentoring from both sides – as a mentee and a mentor – and now I’ve helped write a Guide about it. I know first-hand the value it can bring. Having been involved in the development of this Guide, I encourage organisations and local authorities to use it to strengthen what they offer to care-experienced young people.
As someone with experience of care, I’ve witnessed the impact mentoring can have. It helps to grow genuine, trusting relationships and a sense of community. It provides support, advice and stability during complex or uncertain times. It offers inspiration to try new things, explore new opportunities, and avoid/disassociate from negative influences. Mentoring gave me the motivation to pursue my future goals and helped me feel a stronger sense of belonging.
At a crucial transitional point in my life, I met a mentor. Mentoring helped me build confidence and gave me direction as I prepared for life beyond formal education. I was unaware of mentoring being an option until it was offered to me in my final year at university. Following that, in my first year of work, I joined a mentoring programme to develop skills and build my networks. The sessions enabled me to develop my personal goals and grounded me with a stronger sense of purpose and motivation.
Representation and relatability are important. Working with someone who could relate to my experiences, and had a similar background to me, meant that I could speak openly about my dreams, goals and challenges, knowing I’d be understood.
I have also been a mentor, so I’ve experienced mentoring from that perspective also. I understand how important it is to be reliable, show up regularly and provide consistent support. My training has provided me with the skills to support my mentees in breaking challenges down into manageable steps, to offer regular encouragement and guidance, and to give them structure. This includes supporting mentees to set their own goals, and to shape how sessions run, from when the meeting is scheduled, to what is discussed.
Mentoring looks different for everyone, but many people don’t even know what support is out there. I encourage organisations and local leaders to use the forthcoming Practice Guide to strengthen their offers in line with the evidence, to match mentees with mentors who share lived experiences or interests and to equip mentors with the support and skills they need to really make a difference in the lives of children and young people. That way, more young people can benefit from the kind of support that was so impactful for me.
Find out more about the Mentoring and Befriending Practice Guide, commissioned by the Department for Education and produced by Foundations. Practice Guides offer evidence-based recommendations on approaches to supporting local authorities in achieving the outcomes set out in the Children’s Social Care National Framework.
