“I really think that by having this opportunity for both the mentors and the mentees, we’re changing a dynamic from the autistic student always needing help from someone that is not autistic, or gaining services from someone that’s not autistic to an authentic relationship with someone who may see the world similar to the way they do,” said Kristie Patten, the principal investigator for the Nest Program at NYU Steinhardt School of Culture, Education and Human Development. This shift in perspective is one of the key goals of the Making Mentors program, which seeks to redefine the mentor-mentee dynamic by ensuring that both individuals can relate to each other in meaningful ways. It also promotes mutual respect, growth, and understanding.
Patten added that most programs designed for students with autism are often structured with the intention of helping them “act less autistic.” She emphasized that the approach taken by Making Mentors is drastically different. “It’s not about changing behavior but about fostering and building upon students’ interests,” she said. By focusing on students’ passions and talents rather than trying to suppress or alter their natural behaviors, the program aims to create an environment where autistic students can flourish without the pressure of conforming to societal norms that may not align with their true selves.
Mentor and mentee pairs are intentionally selected based on shared interests or the specific skills and knowledge the mentees wish to acquire. This personalized approach allows for a deeper connection between the pair, as they are both working toward a common goal. Throughout the year, the mentor and mentee collaborate on a project that taps into the mentee’s passions and potential. This culminates in an end-of-year showcase where the pairs present their work to their peers, celebrating their journey and the skills they’ve developed.
The mentor’s role goes beyond simply providing academic guidance; they serve as a coach, offering insights and encouragement while helping the mentee bring their project to life. The mentor’s support fosters confidence and independence, enabling the mentee to take ownership of their learning and development. This emphasis on self-determination is a core principle of the Making Mentors program.
To evaluate the program’s success, both qualitative and quantitative data are collected before and after each cohort year. According to year one data shared by NYU Steinhardt Public Affairs Officer Jade McClain, mentors showed a 50% increase in their awareness of the college experience. Additionally, 25% of the mentors reported an improvement in their ability to advocate for themselves, marking significant progress in their personal growth. These statistics reflect the powerful impact of the program on both the mentors and mentees, providing a valuable opportunity for mutual learning and development.
“They are really taking ownership, especially in year two, of their leadership skills,” said Dora Onwumere, the primary research assistant on the project. “I’ve seen their ability to just articulate and advocate for what they want in the way that they feel is not making anybody feel bad or infringing on anybody, but that is their right.” This evolution in self-advocacy and confidence highlights the transformative potential of mentorship, allowing participants to become more empowered and comfortable in their identities.
Patten believes that a key factor in the success of Making Mentors is the program’s intentional inclusion of autistic individuals in the planning and development process. “A crucial part of the Making Mentors program’s success and positive impact was making sure to have an autistic input in all aspects of the planning process,” said Patten. The program worked with an autistic consultant who reviewed the training materials to ensure they were effective and relevant. “When you see it from their lens, you get it. But as a non-autistic individual, it’s very hard to get it initially,” she explained. This input ensures that the program is designed with authenticity and empathy, making it truly meaningful for all participants.
For schools that may not have the resources to implement formal mentorship programs like the one at NYU, Patten recommends inviting college students with autism as guest speakers to share their experiences. These speakers can offer valuable insights into the realities of applying for and attending college as an autistic individual. Such conversations can help demystify the college experience and empower students with autism to pursue higher education with confidence.
Onwumere also emphasizes the importance of ensuring that schools are informed about the resources and support systems available to students with autism in higher education. “What happens is, in K-12 everything is pretty much handed over to a lot of our students. Autistic students go into the IEP [individualized education program] meeting, and most of the time it’s a passive experience,” Onwumere said. “Then you go to college, and guess what? There’s no longer an IEP. All the things that you need as an accommodation are no longer there. You have to start it all over again.” This transition from high school to college can be overwhelming, which is why it’s essential for students with autism to gain awareness of the resources available to them in advance. By equipping students with knowledge and skills early on, they can more effectively navigate this shift and advocate for the support they need.
In addition to fostering independence and self-advocacy, the Making Mentors program aims to help students gain college mentors who can provide guidance and support as they begin to envision their futures beyond school. The mentor-mentee relationships formed through the program serve as a foundation for these students to build upon as they move forward in their academic and personal journeys. By cultivating these relationships, the program helps students develop the skills necessary to succeed in both higher education and in life.
While the Making Mentors program is funded for another year, Patten and Onwumere are already working on strategies to ensure the program’s sustainability beyond its current grant. This proactive planning is crucial to the continued success of the initiative, as it allows the program to expand its reach and continue providing valuable opportunities for both mentors and mentees. With the positive impact already evident in the program’s first year, it’s clear that the Making Mentors initiative has the potential to create lasting change and support autistic students in their pursuit of higher education and personal growth.
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