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Lexington 2 trustees hear 'L2 Full Circle' mentoring pilot to pair high school mentors with elementary students
Summary
District staff and high school leaders described 'L2 Full Circle,' a new mentoring pipeline that trains Brooklyn Casey High School students to mentor elementary students during recess and early-release days; the program aims to improve inclusion, deter bullying, and grow future Lexington 2 educators.
The Lexington 2 Board of Trustees on Sept. 19 heard a presentation about "L2 Full Circle," a mentoring program that pairs trained Brooklyn Casey High School students with elementary school students to strengthen social skills, reduce bullying and build a pipeline toward local teaching careers.
Dr. McDonald introduced the program and said the district has secured partnerships with local schools and the University of South Carolina for mentor training. Presenters described a rubric sourced from Playworks and a professional-development sequence for high school mentors designed to prepare them for handling difficult conversations and reporting concerns.
"Teenagers are cooler than adults," the presenter said, describing why younger students respond to high-school mentors. The team said mentors observe recess, use a rubric to assess safety and inclusion, and follow adult-led activities on early-release days that include instruction on leadership skills and anti-hazing strategies. Organizers said mentors will accompany mentees to Brooklyn Casey High School later in the year so younger students can see postsecondary and career pathways.
Board members praised the program as a practical "grow our own" strategy that can both support current students and encourage future Lexington 2 educators. Dr. McDonald said the initiative complements approved waivers that expand options for credit-by-exam and flexible staffing.
The presenters said the program will include safeguards: two mentors per elementary student, adult supervision during early-release days, and referral pathways for incidents requiring staff intervention.
Next steps include ongoing professional development for mentors and discussions to expand the model if local data show positive effects on student inclusion and attendance.
