Empowering mentors to empower youth

Family social science PhD student bridges research and reality

As a researcher in youth development at CEHD, I’ve always been driven by one fundamental question: How can scientific research truly make a difference in young people’s lives? This question isn’t merely academic—it reflects my core belief that knowledge gains its greatest value when it leaves the university and reaches the hands of those working directly with youth.

My path to answering this question led me to the field of youth mentoring research, where I found my intellectual home and purpose under Department of Family Social Science Associate Professor Lindsey Weiler’s guidance. Through her mentorship, I discovered the powerful connection between research and practice, particularly in supporting youth mental health and emotional development through mentoring relationships.

My community engagement began through a partnership with the University YMCA, a campus-based organization that connects college student mentors with local youth. In collaboration with Dr. Weiler, I developed and delivered training sessions focusing on child socio-emotional development and emotion regulation strategies. This work addresses a critical need in youth mentoring: while research consistently shows the importance of emotional support in mentoring relationships, many mentors lack formal training in these skills. 

In our workshops, we saw firsthand how mentors often struggle with challenging situations. During one role-play session focused on emotional coaching, several volunteers admitted they typically changed the subject when their mentees expressed difficult feelings. “I want to help, but I’m afraid of saying the wrong thing,” one mentor shared. By the end of the training, participants were practicing active listening and validation techniques with growing confidence. The transformation was gradual but meaningful—mentors were developing concrete skills that research shows make a difference in youth relationships. These moments reinforced my belief in the power of translating complex research into practical training. The success of these workshops opened doors to a broader partnership with Big Brothers Big Sisters, allowing us to reach mentors across the Twin Cities. Each training session reinforced my conviction that when we empower mentors with evidence-based skills, we ultimately empower the youth they serve.

My commitment to this work deepened through a research collaboration with RiseUp Red Wing, a youth mentoring organization serving approximately 120 youth annually in rural Minnesota. Mental health resources are often limited in rural communities, making the role of mentors even more crucial. Working closely with RiseUp Red Wing and a middle school in Red Wing, we explored how existing mentoring programs could provide additional support to youth. Through interviews and focus groups with youth, parents, mentors, and school staff, we uncovered the evolving needs of rural middle school youth, particularly around mental health recovery following the pandemic. A school counselor’s words still resonate with me: “These kids are still making up for lost time— not just academically, but socially and emotionally. They need adults who understand what they’re going through.” The insights we gathered from this project helped us develop training resources that responded directly to the community’s unique challenges and strengths. By creating materials grounded in both research and local context, we could provide mentors with tools specifically designed for rural settings where resources are often limited.

My CEHD experience has taught me that community-engaged scholarship requires involvement at multiple levels. This led me to participate in the National Mentoring Summit’s Capitol Hill Day, where I received training on current mentoring-related legislation and met with congressional representatives to advocate for evidence-based mentoring policies. Through my role on the National Mentoring Resource Center’s (NMRC) Associate Research Board, I’m working to make research more accessible to practitioners nationwide. Currently, I’m collaborating with my mentor from the NMRC’s research board to create a series of blog posts translating complex research on youth self-regulation into practical guidance for mentoring organizations nationwide.

"As I continue my doctoral studies, I remain committed to the principle that empowering mentors creates a ripple effect in youth development."

 By equipping mentors with knowledge, skills, and confidence, we ultimately empower the young people they serve. Dr. Weiler often emphasizes that when mentors feel prepared and supported, they can create those safe spaces where youth feel comfortable sharing their challenges and dreams. 
Through CEHD’s supportive environment and emphasis on community engagement, I’ve found my purpose in translating research into practical tools that enable mentors to make meaningful connections with youth—connections that spark new possibilities in the next generation.

Yunqi (Kay) He is a PhD candidate in the Department of Family Social Science. Her goal is to develop evidence-based preventive interventions that enhance youth well-being, while examining cultural variations in social support to create more responsive and trauma-informed mentoring practices for diverse communities.

Photo by Jairus Davis