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Seventh grader Anderson returned to Glasgow Middle School after placements at two alternative schools and quickly found support from someone he already trusted: history teacher and soccer club leader Christian Rios.
The two initially connected through their shared enthusiasm for soccer. Anderson, a Barcelona supporter in a family of Real Madrid fans, had participated in Rios’ club during sixth grade. Rios remembered him as respectful and easygoing on the field, making the transition to mentoring a natural one.
Together, they established concrete goals. Anderson gives his teachers a daily behavior assessment sheet as a short-term measure, while his longer-term objective is to maintain grades of C or better.
Their partnership is one of many at Glasgow, Fairfax County’s largest middle school. The campus serves more than 1,800 students and has more than 60 mentors, with additional staff members and community volunteers continuing to join the program.
Mentors generally meet with students once or twice a week, although the schedule depends on each student’s circumstances. The range of participating adults—with different interests, backgrounds and specialties—helps students find someone who fits their needs.
Eighth grader Asurema Fuentes-Romero began her relationship with math teacher Noemi Arellano through simple conversation. As the meetings became more frequent, they discussed their feelings and subjects that made them comfortable.
Arellano now mentors a group of five students who collaborate on school improvement projects. They recently designed new hallway and restroom passes for classrooms and plan to create motivational posters next. Arellano said her mentoring emphasizes leadership, communication and confidence, with the goal of encouraging the students to pursue ambitious futures.
School social worker Lisa Hershaft said the broader effort is intended to make Glasgow feel more like home. She has observed that students who regularly participate are less likely to be chronically absent and are often more attentive in class. Some have also begun improving their grades, and she has noticed greater enthusiasm for learning.
For sixth grader William Pereira, mentoring began before middle school. Substitute teacher Toreen El Akwah first supported him at Belvedere Elementary School when a teacher transition left him struggling emotionally. William recalled feeling depressed before El Akwah began talking with him.
Two years later, El Akwah continues to check in every week or two. They catch up and play Jenga, and she said she has watched William become more mature and better able to make constructive decisions for himself.
Some community volunteers maintain similarly long relationships with their students. Pastor James Page has worked with his mentee since the student was in fourth grade. Although the former Falls Church resident now leads three congregations in Loudoun County, he drives about an hour to visit the Glasgow student.
Page also attends his mentees’ sporting events. He said his role is not limited to pointing out mistakes or calling for change; he wants students to know someone is present to encourage them when they make good choices.
Melissa Muse, an employee in the FCPS Office of Special Education Instruction, also volunteers at Glasgow. She said her mentee needed about four sessions before opening up, but the two have since developed a strong connection.
For Muse, the commitment can mean driving 30 minutes and then spending at least another 30 minutes with a student. She views that time as an opportunity to give back—and potentially change a young person’s life simply by being there.