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Cinnaminson board hears results of pilot boys mentoring program; students report improved behavior and confidence
Summary
District staff presented a 12-week pilot boys mentoring program for eighth-grade students; a clinical counselor and school mentors described skills taught and students and mentors shared testimony about improved confidence, behavior and academics.
Cinnaminson Township School District officials on Monday highlighted a 12-week pilot boys mentoring program at Cinnaminson Middle School that staff and an outside clinician said produced measurable improvements in student confidence, behavior and school engagement.
Superintendent Coppello introduced the program, and CMS staff member Miss Nelson said the pilot included students from diverse backgrounds and was facilitated by school mentors alongside licensed clinical mental health counselor Jonathan Drummond. Drummond told the board the group worked on compassion, coping skills, risk assessment and healthy-relationship skills, and emphasized practical tools students could use to pause and think before acting. "If I can't control a situation, how can I find a healthy way to cope with it?" Drummond said.
Mentor William Welcher described the program's goal of helping students become comfortable sharing and practicing public speaking and decision-making skills. Several students credited the group with improved self-control and academic performance. Student Sean Rincon said the program helped him "think before I act" and raised his grades from "one or two eighties" to mostly nineties. Other student speakers said the group helped them walk away from negative situations, set goals, and improve respect for adults and peers.
Administrators said the pilot was intentionally limited to two staff-led classrooms to test the model and that they hope to expand to offer boys and girls mentoring and tiered mentoring in future years if the board supports continued funding and staffing. The district recognized participating students and mentors with certificates and asked for the board's continued support as the program develops.
The presentation included both school staff and outside clinician perspectives and direct comments from participating students; the board offered praise but did not take immediate formal action to expand the program during the meeting. The board photo and short reception followed the recognition.
