Observing Transformative Educational Change through Community Partnerships

Background/Purpose

This study examines the implementation of a youth mentoring program across four universities in partnership with twelve public elementary schools in one large urban city. The multi-year, multi-site, mixed method project connects university undergraduates with public school students in mentor-mentee relationships using the evidence-based intervention “Cities Mentor Project” . As social work increasingly embraces collaborative approaches to youth development, it is critical to understand how cross-institutional partnerships function to implement a program to scale. This research aims to identify factors that facilitate effective mentoring relationships across institutional boundaries, with attention to how these connections drive and limit transformative educational change.

Methods

The research team conducted 64 direct observations of program implementation across twelve public-school sites during one school semester. Using semi-structured fieldnotes, the research team documented mentor-mentee interactions, peer dynamics, school contextual factors, facilitator engagement, and social/cultural influences, as well as specific mentoring behaviors (validation, encouragement, listening), program adaptations, and reflections on school culture. After each observation, researchers complete standardized ratings of mentoring quality and facilitator effectiveness, followed by reflective summaries addressing implementation challenges and emerging patterns.

Findings

Preliminary findings reveal three key implementation dimensions: (1) multi-level mentoring structures where facilitators effectively support mentors, enhancing dyad engagement; (2) attunement practices that increase program relevance and affirm youth identities; and (3) contextual adaptability, where programs that successfully create a sense of community and belonging across diverse contexts demonstrate stronger implementation fidelity.

Conclusion/Implications

This research reveals how university-school partnerships can scale transformative mentoring experiences across contexts when implementation emphasizes responsive adaptation and cultural relevance. Implications for social work practice include recommendations for attunement-focused mentor training, context-sensitive implementation frameworks, and balancing evidence-based intervention and curriculum fidelity with adaptation. Policy implications highlight the need for resources supporting implementation monitoring, culturally responsive programming, and cross-institutional partnerships to improve impact. By linking implementation science with social work values, this study provides actionable insights for developing community partnerships that drive sustainable educational change in urban communities at scale.