Spring 2025 Mentee Onboarding Survey Report
Introduction
This report contains data about the Spring 2025 mentees. Mentees completed an onboarding survey, sharing information about their backgrounds and identities. They completed surveys to measure their levels of social-emotional outcomes before participating in the mentoring program. The surveys measure resilience, well-being, and self-awareness using questions and analyses validated and verified by researchers. The mentees will take the same outcome surveys every 3 months, so we can see their growth over time.
Mentor Access
Most mentees have not had mentors before using the Moment app.
Mentee Backgrounds and Experiences
Most mentees do not identify as first-generation college students or urban community members, though 30% identify as low-income.
Mentee Cultural or Racial-ethnic Identities
96% of mentees identify as Hispanic, Latinx, or Latino, with many sharing multiple racial-ethnic identities.
Mentee Before Participation Outcomes
Resilience
Students completed the 14-item Resilience Scale. Their scores were totaled, then categorized into ranges from low to high identified by the researcher who created the survey.
Interpretation
The pre-participation resilience level of the 2025 Spring Mentee class is slightly lower than the to the levels for the 2023 and 2024 classes. The average resilience score for the 2025 students is 64, compared to 68 for the 2023 and 2024 students.
Overall, the class resilience level is low. The students whose resilience is very low or low may feel overwhelmed, depressed, or anxious most of the time. They may struggle to find meaning and purpose in their lives at this time and likely feel alone in their struggles. They may feel exhausted, drained, and tired. Connecting with mentors who help them feel understood and who encourage them to keep going will strengthen their resilience.
Social-Emotional Skills
Students answered items from the Social and Emotional Learning Indicator System (SELIS), specifically the Self-awareness, Self-management, and Responsible Decision-making items. Students shared how easy to hard each item is for them (for example, “Knowing what my strengths are”). The total scores for each skill were then scaled and categorized into ranges tested by the researchers.
Interpretation
The 2025 Spring Mentee class shows comparable starting levels of social-emotional skills to the 2023 and 2024 classes. The 2025 class is slightly more self-aware (average scores of 10 vs 9), has more difficulty with self-management (average scores of 11 vs 14), and similar responsible-decision-making skills (average scores of 7.3 vs 7.6) to the 2023 and 2024 classes.
The 2025 class overall shows developing social-emotional skills. The students whose skills are emerging or developing may have fixed mindsets, lack confidence in their skills, and find it difficult to stay organized. They are unsure of their strengths. It is hard for them to set and plan goals. They may find it hard to trust others to help them navigate their challenges. Providing opportunities for students to identify strengths through private or group conversations, along with opportunities to see progress or success when they put effort into growth will develop their skills.
Well-being
Students completed the Adolescent Mental Health Continuum-Short Form, which measures how often positive mental health events occurred in the past month. Students shared how often (never to every day) they felt things like life satisfaction or a sense of belonging. Their scores for each type of well-being were totaled then categorized into ranges set by the researchers.
Interpretation
The pre-participation well-being levels of the 2025 Spring Mentee class are higher than the levels of the 2023 and 2024 classes. The 2025 class has higher emotional well-being (average scores of 24 vs 14), equal levels of social well-being (16 vs 16), and higher psychological well-being (average scores of 18 vs 11).
The 2025 class overall shows low positive functioning in psychological well-being, moderate functioning in social well-being, and high functioning in emotional well-being. The students with low positive functioning of well-being rarely feel confident to think and express their ideas and opinions. They are often unsure of where they belong and how to meaningfully contribute. These students benefit from opportunities where they connect with others and where they feel like an important and unique part of the relationship.
Summary
The 2025 Spring class of students show strong commitment to making meaningful progress towards their goals. They show through high levels of emotional well-being and self-awareness that they are actively seeking to grow and clarify their purpose. Though they may not progress as quickly as they’d like (as evidenced by overall low levels of resilience), they have strong skills that will continue to develop. Their starting levels of outcomes are similar to those of previous classes, so a similar pattern of growth where the majority of students show significant increases in outcomes after 3 months is highly likely.
Responses