[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H. Res. 160 Introduced in House (IH)]
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119th CONGRESS
1st Session
H. RES. 160
Recognizing January 2025 as ``National Mentoring Month''.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
February 24, 2025
Ms. Scanlon (for herself, Mr. Bacon, Ms. Lois Frankel of Florida, Mrs.
Cherfilus-McCormick, Ms. Williams of Georgia, Mrs. McBath, Ms. Titus,
Ms. Tokuda, Mr. Carson, Ms. Moore of Wisconsin, Ms. Tlaib, Mrs. Beatty,
Mr. Davis of Illinois, Mr. Johnson of Georgia, Ms. Velazquez, Mr. Crow,
Mr. Evans of Pennsylvania, Ms. Kamlager-Dove, Mr. Nunn of Iowa, Mr.
Tonko, Ms. Lee of Pennsylvania, Ms. Ross, Mr. Davis of North Carolina,
Mrs. McIver, Mrs. Hayes, Mr. Jackson of Illinois, Mr. Moulton, Ms.
Schakowsky, Ms. Ansari, Mr. Landsman, and Mr. DeSaulnier) submitted the
following resolution; which was referred to the Committee on Education
and Workforce
_______________________________________________________________________
RESOLUTION
Recognizing January 2025 as ``National Mentoring Month''.
Whereas the goals of National Mentoring Month are to raise awareness of and
celebrate the powerful impact of mentoring relationships, recruit new
mentors, and encourage institutions to integrate quality mentoring into
their policies, practices, and programs;
Whereas quality mentoring fosters positive life and social skills, promotes
self-esteem, bolsters academic achievement and college access, supports
career exploration, and nurtures youth leadership development;
Whereas mentoring happens in many settings, including community-based programs,
elementary and secondary schools, colleges, government agencies,
religious institutions, and the workplace, and in various ways,
including formal mentoring matches and informal relationships with
teachers, coaches, neighbors, faith leaders, and others;
Whereas effective mentoring of underserved and vulnerable populations helps
individuals confront challenges they may face, and display improved
mental health and social-emotional well-being;
Whereas studies have shown that incorporating culture and heritage into
mentoring programs can improve academic outcomes and increase community
engagement, especially for Alaskan Native and American Indian youth;
Whereas youth development experts agree that mentoring encourages positive youth
development and smart daily behaviors, such as finishing homework and
having healthy social interactions, and has a positive impact on the
growth and success of a young person;
Whereas mentors help young people set career goals and can help connect them to
industry professionals to train for and find jobs;
Whereas mentoring programs generally have a significant, positive impact on
youth academic achievement, school connectedness and engagement, and
educational success, which leads to outcomes such as improved
attendance, grades and test scores, and classroom behavior;
Whereas research has found that young people facing risk of not completing high
school but who had a mentor were, compared with their peers, more likely
to enroll in college, more likely to participate regularly in sports or
extracurricular activities, more likely to hold a leadership position in
a club or sports team, more likely to volunteer regularly, and less
likely to start using drugs;
Whereas mentoring has long been a staple of juvenile justice and violence
prevention efforts, and can offer comprehensive support to youth at risk
for committing violence or victimization, as it can address many risk
factors at once;
Whereas mentoring relationships for youth facing risk, such as foster youth, can
have a positive impact on a wide range of factors, including mental
health, educational functioning and attainment, peer relationships,
employment, and housing stability;
Whereas mentoring programs have been found to have a meaningful positive impact
on mental health symptoms across a variety of outcomes, including
internalizing and externalizing mental health symptoms, interpersonal
relationships, and reducing stress experienced by their parents;
Whereas mentoring is an innovative, evidence-based practice and, uniquely, is
both a prevention and intervention strategy that can support young
people of all demographics and backgrounds in all aspects of their
lives;
Whereas each of the benefits of mentors described in this preamble serves to
link youth to economic and social opportunity while also strengthening
communities in the United States;
Whereas, despite those described benefits, one young person of every three is
growing up without a mentor, which means a third of the youth of the
United States are growing up without someone outside of the home to
offer real life guidance and support; and
Whereas this ``mentoring gap'' demonstrates the need for collaboration between
the private, public, and nonprofit sectors to increase resources for
relationship-centric supports for youth in communities, schools, and
workplaces: Now, therefore, be it
Resolved, That the House of Representatives--
(1) recognizes ``National Mentoring Month'';
(2) recognizes the caring adults who serve as staff and
volunteers at quality mentoring programs and help the young
people of the United States find inner strength and reach their
full potential;
(3) acknowledges that mentoring is beneficial because it
supports educational achievement, engagement and self-
confidence, supports young people in setting career goals and
expanding social capital, reduces juvenile delinquency, and
strengthens communities;
(4) promotes the establishment and expansion of quality
mentoring programs across the United States to equip young
people with the tools needed to lead healthy and productive
lives; and
(5) supports initiatives to close the ``mentoring gap''
that exists for the many young people in the United States who
do not have meaningful connections with adults outside the
home.
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