For Ashley Hagelskamp, volleyball player and senior, mentorship has been more than just guidance; it has been the foundation of her growth both on and off the court. She said her relationship with her mentor has helped her get closer to achieving both her academic and athletic aspirations. 

Though Hagelskamp’s journey into volleyball began early, she said she credits her coach for turning her potential into skill. 

“I started playing volleyball in second grade, and I started training with my coach [mentor] when I was 13,” Hagelskamp said. “I didn’t have a lot of the volleyball fundamentals down correctly, but he was able to help me improve my technique which ultimately translated to improvements in my gameplay. My abilities now are partially because of his mentorship and support through difficult moments.”

The relationship Hagelskamp has with her mentor is just one of many similar connections. A survey conducted by The Data Resource Center for Child & Adolescent Health found that 86.3% of individuals from ages 6 to 17 have someone they consider a mentor. In addition, the data shows that mentorship correlates with increased success later in life. According to Forbes magazine, 75% of executives found that having a mentor has been vital to their career development. 

Megan Cogswell, mentor and calculus teacher, said she actively tries to connect with students through teaching and extra help in order to help them find love and appreciation for learning. 

“Trust and honesty in a mentoring relationship are important, but above all accountability is the key,” Cogswell said. “My students know that if they slack off, I will be on their case. Not because I am trying to be mean, but because I want them to succeed.” 

Hagelskamp said she shared this sentiment, highlighting that true mentorship stems from trust and a mentor’s commitment to helping students and athletes grow regardless of the challenges. 

“A mentor should be someone who you trust and know they want the best for you even if you don’t realize it,” Hagelskamp said, “someone who helps you improve in whatever you are trying to do through feedback and additional support.” 

Cogswell noted that in addition to encouragement, the feedback and sometimes even criticism a student or athlete receives from their mentor is valuable. 

“I always try to be honest when giving feedback to students,” Cogswell said. “It builds trust. Not giving (students) honest feedback would only hurt them more.” 

Musician and senior, Michael Clarke shared a similar thought. 

“My mentor, someone much more experienced at my instrument (piano), gives me a lot of feedback,” Clarke said. “It’s not just praise, but it’s also constructive criticism. That’s one of the best ways to improve in my opinion. He helps me identify problems in my playing and helps me isolate the issue before it becomes a bigger thing.” 

Clarke said he feels there are vast improvements in his playing skills because of the connection he has made with his piano instructor. He added that he has gained transferable skills due to his continuing interactions with his mentor. 

“I have taken a lot of piano lessons with my mentor, and I think that these lessons and the level he wants me to perform at has given me a sense of discipline that I have applied to my everyday life,” Clarke said.

In addition to the development of specific skills, mentors help students and athletes foster various personal characteristics in order to help them better succeed later in life. 

Hagelskamp said, “In addition to playing college volleyball, I have always wanted to pursue engineering, and my mentor has encouraged me to do that too. He has taught me to always work hard and be disciplined to achieve my goals.” 

According to Cogswell, a mentor’s support and encouragement is invaluable. Cogswell said she often gets emails from students after they graduate thanking her for the impact she had. 

“It is always the most satisfying thing, knowing you have made a difference in someone’s life or inspired passion in a student even after they have left high school,” Cogswell said. “Even while (students) are in school, it feels amazing to see them come through the door smiling because they get to learn.” 

Clarke said he can see the improvements and the impact that his mentor has had on him through his increased desire to work hard and practice his instrument. 

“I believe by having a mentor, I was able to gain a lot of the motivation that I lost without proper guidance,” Clarke said. “That motivation is exactly what enabled me to work through the challenges that I have faced during my time as a jazz musician.” 

Cogswell said the role of a mentor is to inspire, encourage, and challenge in order to foster improvement in a student or athlete. 

“I coach swimming as well as teaching calculus, and I find that a bit of my coaching personality comes out while I teach,” Cogswell said. “This generally makes me seem a little more strict, but really I am just trying to challenge and inspire students to achieve at a high level and push them to achieve their potential. In addition to all that, my students can always come to me if they need help or additional support because I want the best for them.” 

For Hagelskamp, working through challenges is one of the ways a mentor provides support.  

“Having a mentor is a really good support system outside of family and friends. Sometimes that kind of support is necessary,” Hagelskamp said.

Cogswell said mentorship allows students and athletes to have a good role model which positively affects their personal growth and development. 

Cogswell said, “Teenage minds are super impressionable at this age, and mentorship allows them to gain confidence in their abilities. It gives them support and encouragement through challenging times. It is really important to have these experiences and relationships because they can directly transfer into a student or athlete’s future professional life.”