Part of learning in a hybrid environment means WAB students and faculty are finding new ways to connect and build relationships.

WAB is beginning another school year with an enhanced focus on our social-emotional learning, prioritizing the supportive relationships between students and their teachers, mentors, and counselors.

In January, just as we were facing impending campus closure and a transition to remote learning, we wrote about how our re-invigorated focus on building relationships in our learning environments improves academics. But when some of us are online and others are on campus, with many of us learning and teaching in different time zones, how can we ensure our mentoring model is working and students are getting the support they need?

It started with the fundamentals, said Lis Wilson, WAB’s Dean of Students, who is leading the mentoring program.

“We asked our teachers to contact the students in their mentor groups every day – even if it’s just an email, a message, an emoji, a photo. It says to the student, ‘We are here for you, even if we are not physically together,’” she said. “That is important for the psychology of students.”

The check-ins involve conversations about academic progress and learning, but there is much more to the connections than just schoolwork. Mentors check out what each individual student needs and then offer the type of mental, emotional, or academic support relevant for the situation.

Because students generally stay with their mentors throughout their high school journeys, many members of established groups are separated in regions around the world. While that presents many challenges in terms of getting groups together regularly, it has opened up more opportunities for mentors to build individual relationships with each student and work with other high school teachers, counselors, and parents to offer tailor-made support.

In a survey of WAB High School students, 95 percent said they felt well-understood, academically supported, and that their mentor knows and cares about them on a personal level. Students say they have bonded with their mentors, and they want to continue working together.

“The current situation is allowing our mentors and students to enhance connections on an individual basis,” Lis said, “and it doesn’t just benefit the students. This is designed for us to connect, and that is why we go to school. A good student-mentor relationship is beneficial for both parties. Many of our students and teachers say their mentor time is the highlight of their day.”

Lis said her previous experience of implementing online mentoring programs for students in her home country of New Zealand helped her immensely when school closed due to COVID-19. Her previous work helped her understand the safety boundaries of how to manage such a program and the challenges they would need to overcome for success.

Further, a new, custom-made online platform allows WAB educators to collaborate with their colleagues and offer unified support for each student. MyTime, a platform designed by High School Vice Principal Brent Abrahams, allows teachers, counselors, and students to use enhanced progress-tracking, feedback, and collaboration functions to share information in an effort to maximize each student’s individual learning and development.

"The unique system allows us to put each individual student at the center of the school experience, and as an entire network of faculty members, we can collaborate to offer continuous and customized support for a student and their family."

Stay tuned to learn more about how the innovative way we are using our new online systems and technology are helping our mentor program evolve.