By Marisa Dawson
In a heartwarming show of community commitment, the Bennington chapter of TeamMates Mentoring has announced that many of its mentor-mentee pairs successfully met their goal of 10 meetings this semester. Program Coordinator Megan Detjens highlights how this achievement highlights the program’s profound impact on local students, while also calling for more volunteers to join the effort as five students remain on a waiting list.
TeamMates, a school-based mentoring program, pairs students with adult mentors from the community to foster supportive relationships. Bennington’s chapter sets a semester target of 10 meetings per semester. Detjens emphasizes the significance of this dedication: “We know it’s a big commitment for both Mentor and Mentee. Mentors take time away from their daytime obligation to meet a student at school during a time that works best for them, lunch or study period, meanwhile students take time from their routine to meet their Mentor. Honoring both party’s commitment is important.”
While TeamMates isn’t focused on academics or behavior, consistent meetings yield tangible benefits. Drawing from the 2024-25 school year metrics, Detjens notes improvements including a 58% increase in academic performance, 85% fewer disciplinary referrals, and 78% fewer unexcused absences. These outcomes stem from the simple act of showing up, as mentees feel supported by an adult dedicated solely to them.
The program’s effects on students are evident in their own words from annual surveys. One mentee shared, “He has just overall made my school life better/more enjoyable.” Another said, “She helps me learn more about college stuff and is super supportive.” Others highlighted emotional growth: “He’s overall made my life with social anxiety a little easier and helped me grow in those areas,” and “My mentor has impacted me and made me think about things in a different light. Like think about how all things are different, how to see things from other people’s perspective.”
Detjens observes these connections firsthand: “What I observe as the program coordinator is successful, non-familial connections between a youth and a safe and caring adult in our community. Mentors and Mentees are matched by common and complimentary hobbies and interests. We put a lot of thought into who we connect.” She adds that students cherish this unique relationship, where they can “show up just as they are” and feel accepted.
Mentors also reap rewards from their involvement, often gaining as much as they give. Survey responses reveal personal growth and community ties. One mentor reflected, “I’ve learned that what these kids need most, regardless of their background, is a consistent presence who’s not there to judge and allows them to be themselves each week. This builds trust which results in positive change.” Another noted, “It feels good to be connected to the community. I didn’t grow up in Nebraska. I moved here during the height of the pandemic so it has been difficult to feel connected to the city/state. This has made me feel like I am part of the community.”
Others expressed fulfillment: “I feel like I’m making a difference in someone’s life,” and “It is one of the most fulfilling days of my week. I learn more from him than he will ever learn from me.” A retired educator added, “As a retired teacher, mentoring gives me an avenue to continue to impact students and their future. Mentoring helps me to feel useful and valued.”
Despite these successes, the program faces a pressing need: five students are currently waiting for mentors. Detjens explains, “We are always growing, recruiting and want to have Mentors trained and ready to match when a Mentee nomination comes our way!” Committing as a mentor means providing consistent support through weekly meetings, sharing life experiences, and building trust, ultimately helping shape a student’s future while enriching one’s own life.
For Detjens, leading the program is a dream role. “When I envision my perfect ‘occupation’, I cannot imagine anything different than what I am blessed enough to do in my own community. It’s not work. It doesn’t feel like work. I see the impact of this program and feel so lucky to be a part of it.” She credits her start as a mentor during the COVID pandemic for leading her to this position, where she’s built lifelong friendships and a sense of community.
Highlights of the program include the annual End of Year Bowling Event at Maplewood Lanes, a free celebration with pizza, bowling and transportation that caps off the school year. A mentor called it a “Super fun way to end the year doing a fun activity and getting to be with other mentors and see mentees interact with their friends.” A mentee enthused, “Towards the end of every year, you get to skip school to go bowling with your teammate and your friends.” Events like this create an inclusive, club-like atmosphere, turning acquaintances into real friends.
Looking ahead, Bennington TeamMates aims high with its vision: “To successfully facilitate a sustainable, inclusive mentoring community in Bennington Public Schools District, where every TeamMates Mentoring Match feels seen, supported, and empowered through intentional connections.” Their goal for the 2025-26 school year is to reach 100 mentoring matches by nominating all interested students and recruiting more community adults.
Interested in becoming a mentor? Contact Megan Detjens at the Bennington TeamMates chapter to learn how you can make a difference. As one mentor put it, this is “Such a great opportunity to grow personally by mentoring a student that just needs another adult speaking into their life during a time in our world that is difficult and distracting.”
Graphics courtesy of Bennington TeamMates
