IV 
119TH CONGRESS 
2D SESSION 
H. RES. 1047 
Recognizing January 2026 as ‘‘National Mentoring Month’’. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 9, 2026 
Ms. SCANLON (for herself, Mr. BACON, Mr. BISHOP, Mr. CASE, Mrs. 
CHERFILUS-MCCORMICK, Ms. CLARKE of New York, Ms. CRAIG, Mr. 
DAVIS of Illinois, Mr. EVANS of Pennsylvania, Ms. LOIS FRANKEL of 
Florida, Mr. JOHNSON
of Georgia, Ms. KAMLAGER-DOVE, Mr. 
LANDSMAN, Ms. LEE of Pennsylvania, Ms. MOORE of Wisconsin, Mr. 
MOULTON, Mr. NUNN of Iowa, Ms. ROSS, Ms. SCHAKOWSKY, Ms. SIMON, 
Ms. TLAIB, Mrs. HAYES, Mr. MAGAZINER, and Mr. DESAULNIER) sub-
mitted the following resolution; which was referred to the Committee on 
Education and Workforce 
RESOLUTION 
Recognizing January 2026 as ‘‘National Mentoring Month’’. 
Whereas the goals of National Mentoring Month are to raise 
awareness of and celebrate the powerful impact of men-
toring relationships, recruit new mentors, and encourage 
institutions to integrate quality mentoring into their poli-
cies, practices, and programs; 
Whereas quality mentoring fosters positive life and social 
skills, promotes self-esteem, bolsters academic achieve-
ment and college access, supports career exploration, and 
nurtures youth leadership development; 
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Whereas mentoring happens in many settings, including com-
munity-based 
programs, 
elementary 
and 
secondary 
schools, colleges, government agencies, religious institu-
tions, youth sports teams, and the workplace, and in var-
ious ways, including formal mentoring matches and infor-
mal relationships with teachers, coaches, neighbors, faith 
leaders, and others; 
Whereas effective mentoring of underserved and vulnerable 
populations helps individuals confront challenges and dis-
play 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 Alaska Native and American Indian youth; 
Whereas 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 mentees 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 lead to outcomes such as improved attendance, 
grades, 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 col-
lege, to participate regularly in sports or extracurricular 
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activities, to hold a leadership position in a club or sports 
team, and 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 comprehen-
sive support to youth at risk for committing violence or 
victimization, as mentoring 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, employ-
ment, 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 rela-
tionships, and reducing parental stress; 
Whereas mentoring is an innovative, evidence-based practice 
and, uniquely, is both a prevention and intervention 
strategy that can support young people of all demo-
graphics and backgrounds in all aspects of their lives; 
Whereas each of the benefits of mentors described in this pre-
amble serves to link youth to economic and social oppor-
tunity while also strengthening communities in the 
United States; 
Whereas, despite the benefits of mentoring, 40 percent of 
young persons are growing up without someone outside 
of the home to offer real life guidance and support; 
Whereas this ‘‘mentoring gap’’ demonstrates the need for col-
laboration between the private, public, and nonprofit sec-
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tors to increase resources for relationship-centric sup-
ports for youth in communities, schools, and workplaces; 
and 
Whereas volunteer mentors report getting as much out of a 
mentoring relationship as the young person, with 70 per-
cent reporting finding the relationship highly satisfying, 
80 percent indicating they plan to continue mentoring, 
and 76 percent recommend stepping up to be a volunteer 
mentor to friends and family: 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, engage-
ment, and self-confidence, supports young people in 
setting career goals and expanding social capital, re-
duces juvenile delinquency, and strengthens commu-
nities; 
(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 
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United States who do not have meaningful connec-
tions with adults outside the home. 
Æ 
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