Relationships with adult mentors for young people have proven benefits. Having a mentor correlates with improved social skills, self-mastery, positive self-image, and aptitude in dealing with challenges. Because SEED students live on campus, their learning and growth don’t end when classes let out. There are afterschool activities, enrichment programs, homework help, character development, and time spent with their counselors and peers in their dorms. One of the advantages of a 24-hour learning environment is the chance to build connections with coaches, student life staff, and their counselors. These bonds are an essential part of the boarding school experience.
At SEED Maryland, Director of Student Life & Residential Services, Zenobia Judd-Williams oversees “everything that happens after 4p.m.” All SEED students live in a “house” on campus that has a small group of students and a designated counselor. To support their students, counselors and student life staff model positive behavior and help students learn how to work through challenges, often through a “triangle approach”, bringing families in to work on solutions and offering maximum support and communication.
Counselors run the Character Education program in the evening, which is an interactive experience for students. Based on the CASEL model of social and emotional learning, counselors lead students in creative and engaging projects such as making vision boards, writing to pen pals, and discussing different topics. Ms. Judd-Williams stresses that it’s not a passive instructional environment but an active opportunity for students to practice self-expression and self-reflection. Not all mentoring is formalized, but everyone is intentional about how they are impacting students. "We don’t expect them to impose their views or work off a script,” she says. Staff are present for students around the clock at SEED, modeling appropriate behavior, providing a structured environment, and just being present, caring adults.
Adults aren’t the only ones setting an example at SEED Maryland. Upperclassmen serve as role models to younger students and have opportunities to assist staff with activities such as chaperoning field trips or assisting with activities. When equine therapy specialists came to SEED, older students were trained to lead younger students on the horses. Upperclassmen can put this time towards the 100-hour service-learning portion of their graduation requirements.
Community service is a component at all SEED schools, and students are enthusiastic about serving their communities. Many SEED graduates continue doing service work into their adulthood. We hear from so many SEED graduates who give back by mentoring and volunteering, despite their busy college and professional lives. For Tim Anderson, giving back is directly linked to his experience at SEED. “I see kids who doubt themselves and their abilities. I want to help them out. I remember SEED staff Mr. Felix Brandon Lloyd and Mr. Jahmal Taylor, and they were always so positive and had a huge impact on my life. I wanted to spread the wealth.” Thomas (Tim) Anderson Capt. USAF (SEED DC ’04, Liberty University BA ’11, Liberty University MBA ’15)
At SEED, students know that they always have a caring adult to turn to, from middle school to college—and beyond. Having mentors helps young people become confident, empathetic adults who positively impact their communities.