Ava Fonss, Editor-in-Chief
@afonsscourant
This year, a new freshman orientation program was piloted with help from members of the senior class. The Peer Mentor Program, which pairs groups of incoming students with upperclassmen advisors, provides students with advice and guidance during the transition between middle and high school. All members of the freshman class are assigned a mentor, and twenty-five seniors were selected to participate in the program.
According to Peer Mentor Program Director and ACES Teacher Nancy Stevens, the program was implemented in order to allow students to become more comfortable adjusting to the high school environment. “The primary goal of the program is to help freshmen acclimate primarily academically, but also socially, to the rigors of high school,” she said.
For Ms. Stevens, the idea to create the program came from her observations of interactions between students in her own classes. “I often have classes with students in different grades, and I started to notice that freshmen would often turn to upperclassmen and ask questions about things like Schoology, clubs, or sports, and seniors were often very happy to share their knowledge,” she said. “I talked to the administration and asked if there was a way to turn this into a more formal program, and the response was super supportive.”
According to Ms. Stevens, each Peer Mentor was selected following an application process that involved a questionnaire about each student’s strengths, weaknesses, and reasons for wanting to join the program. “There was definitely a holistic approach to the application, but overall we were really looking for a willingness to help out and a sense of enthusiasm for helping younger students,” she said.
Over the summer, students accepted to the program underwent an hour-long training session in preparation for the arrival of the class of 2026. “During our training, it was emphasized that we serve as an academic resource for the students and that our job strictly revolves around school,” senior and Peer Mentor Abby Bleil said. “We were taught how to deal with any issues that we were not equipped to handle and how to bring those issues up to administration.”
In the week prior to the first day of school, Peer Mentors gave their respective groups of students a tour of the building. “The Peer Mentors had a checklist of places to cover during the freshman walkthrough, and also explained the purpose of various important points in the building,” Ms. Stevens said. “At the attendance office, for example, each mentor informed students about the attendance policy and explained what students should do if they are absent or late.”
Freshman Soraya Breed found the walkthrough to be a helpful step toward preparing for the upcoming year. “During the walkthrough, my Peer Mentor showed me where my classrooms were located and indicated where I could find important resources throughout the school like the English office, library, and nurse’s office,” she said. “Knowing where everything was in advance made me feel a lot less disoriented when I entered the building on the first day.”
After sophomores and other upperclassmen left the building on the first day, Peer Mentors stayed behind to assist in the freshman orientation. “There were some students helping with technology integration—like getting students set up with Schoology and all of their other online accounts—and others helping with guidance meetings,” Abby said. “I was set up in my counselor’s room, where I helped inform the incoming students about absence policies and grading.”
Abby was motivated to join the program as a result of her own experience transitioning into the high school environment. “I remember how confusing it was coming here freshman year, especially being the first in my family to go to this school,” she said. “I had to figure out everything on my own, and I thought joining the program would be a great way to make that transition easier for new students than it was for me.”
As a mentor to younger students, Abby has a variety of responsibilities. “I serve as their primary resource for academic help,” Abby said. “If they need help finding a tutor, understanding a schedule, or getting to classes, I would be the first person they go to for that. I’m there to help and want to be there for them as much as possible.”
Senior Charlie Lampen, another Peer Mentor, joined the program as a result of his experience transitioning back to in-person school during the pandemic. “I was relatively new to the building during my junior year because of COVID, and it was a little daunting coming in and not really knowing my way around,” he said. “I thought offering freshmen the help that I could’ve used during that time would be really beneficial.”
Charlie has already recognized the impacts that the program has had on students. “This year the freshmen seem to have adjusted and figured out their way around the building relatively quickly,” he said. “We’re there to provide the academic support and guidance students may need to figure everything out, and I think the program has been really beneficial as a whole.”
For freshman Soraya Breed, the Peer Mentor program has eased the transition into an unfamiliar environment. “It was definitely helpful having an older student helping me through the process instead of an adult, who might have been more difficult to relate to,” she said. “It’s comforting knowing that there is someone in the school who is available to help and encourage me along the way.”
Throughout the year, Peer Mentors will also attend freshman Connections sessions, where they will assist teachers with activities and provide additional guidance. “During Connections, seniors are there to speak about their experience in high school,” Ms. Stevens said. “Sometimes freshmen are a little nervous about talking in those moments, and the mentors are there to break the ice a little bit and get everyone engaged.”
Ms. Stevens has received positive feedback from faculty members about the impacts of the program on new students. “The Connections teachers have indicated that they’re already seeing a good relationship developing between the Peer Mentors and their students,” she said. “The freshmen also seem more confident in finding their way around the building, which is an important first step.”
According to Ms. Stevens, the role of the Peer Mentor Program will likely change as freshmen become more comfortable with the high school environment. “As the freshmen start to approach the next steps, the Peer Mentors will be there for any questions about different classes and clubs,” she said. “When students begin to select their course loads for sophomore year, I hope that they will turn to their Peer Mentors and ask if they have advice on how to pursue their interests.”
Ms. Stevens expects the program to continue in future years. “I’m very optimistic that we’re going to continue to expand this program,” she said. “There are already some things I would like to modify, but I think this is something that really benefits the school as a whole.”
