Mentor Circle
Clarity
Courage
Courtesy
Stewardship
A REGULAR SPACE FOR BELONGING AND GUIDANCE
A stable group. A responsible adult. A clear route to help.
Mentor Circle gives students a regular space to build belonging, reflect on habits and goals, share their voice and learn how to seek help from a known adult.
THE MENTOR CIRCLE MODEL AT A GLANCE
- Regular weekly rhythm
- Known adult by stage
- Periodic individual check-ins
- Six-step session structure
- Clear routes to support
Regular weekly rhythm
Known adult by stage
Periodic individual check-ins
Six-step session structure
Clear routes to support
INSIDE A MENTOR CIRCLE
Six strands, one session rhythm and a clear route to support
Six practice strands
Belonging and group norms; learning habits and goals; Wisdom Compass in action; student voice and respectful choice; help-seeking and safety literacy; service, leadership and reflection.
Session rhythm
Arrive and check in → connect → explore → practise → commit → close and route support.
Stage model
Pre-K to Grade III use class-community or Mentor Circle routines led by the class/mother teacher. Grades IV-VII use a stable group led by a designated trained adult, with periodic one-to-one check-ins.
Help-seeking language
‘I need help with ____. I have already tried ____. I am worried or unsure because ____. Can we ____?’
HOW MENTORING CONNECTS TO SUPPORT
Professional boundaries, relationship mapping and documented follow-through
When specialist support is needed
Mentor Circle offers guidance and connection; it does not replace counselling, medical care or safeguarding support. Concerns needing specialist attention are directed promptly to the appropriate professional.
Connection to Relationship Mapping
Mentor Circle gives each learner a known adult, while Relationship Mapping helps the school identify students who may need a stronger trusted-adult connection.
Connection to Every Child Known
When follow-up is needed, the learner is connected with the appropriate support and the family receives clear communication about the next step.
RESEARCH & PRACTICE PARTNERSHIP
Making Caring Common
In partnership with Making Caring Common, a project of the Harvard Graduate School of Education, through the Caring Schools Network.
Making Caring Common resources strengthen Caring Community Learning, Mentor Circle, Adult-to-Student Relationship Mapping, student voice and the continuous review of Every Child Known.
The partnership supports Clarwyn’s own approach to care, belonging and trusted relationships across the school.
WHAT A MENTOR CIRCLE SHOULD PROVIDE
A stable group, a known adult, practised help-seeking and reviewed goals
A predictable adult and peer group
Practice in asking for help
Goals and habits reviewed over time
Belonging that is designed but also checked