IV 
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. 
VELA´ZQUEZ, 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 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, and the workplace, and in various ways, including 
formal mentoring matches and informal relationships 
with teachers, coaches, neighbors, faith leaders, and oth-
ers; 
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 en-
courages positive youth development and smart daily be-
haviors, 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 col-
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lege, more likely to participate regularly in sports or ex-
tracurricular 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 comprehen-
sive 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, 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 stress experienced by their par-
ents; 
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 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 
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growing up without someone outside of the home to offer 
real life guidance and support; and 
Whereas this ‘‘mentoring gap’’ demonstrates the need for col-
laboration between the private, public, and nonprofit sec-
tors to increase resources for relationship-centric sup-
ports 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, 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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