Think about the first mentor or role model that you had—someone who guided you, opened doors for you, or believed in you. Most people can think of a sports star, actor, politician, teacher, or even a family member that they looked up to as they grew up. Role models of all kinds are an important part of everyone’s life. For many deaf youth, that kind of connection is rare. Someone who shares their language and life experiences is hard to find.
Many deaf youth—whether among the 95% born to hearing parents or those without opportunities to connect with deaf peers—often experience isolation and loneliness. Effective mentoring helps change that, and can impact the lives of deaf people by showing deaf youth what’s possible, helping them feel understood, and reminding them they’re not alone.
“There just isn’t representation. In fact, there is under-representation in general – in all career fields. For example, when I share that I have a background in archaeology, students are astounded because so many stories go untold. It does not occur to them that deaf can. We can do things they never considered or even imagined.”
Role models matter. They give deaf youth ideas by showing what is possible. Many deaf youth don’t see people like themselves in certain jobs or in the media. But when they see someone like them succeed in school, work, or everyday life, it helps them believe, “I can do that too.”
With deaf role models, youth are more likely to strengthen socioemotional skills, self-determination, language skills, explore more options after high school, and develop connections and networks.
What’s the difference between role models and mentors?
Role models do more than just inspire—they share advice, stories, experiences, and ways to overcome challenges. These role models may be a range of deaf people, reflecting different identities, or people who are closely connected to the deaf communities. Their message is clear: you belong, and your dreams matter. Learning from role models builds confidence and shows deaf youth that they can set goals for themselves.
In-person role model connections are powerful, but online connections work too. There are many videos that feature deaf role models that programs can use to inspire and engage deaf youth. You can find videos of deaf role models online and available for use, including:
NDC’s Deafverse
NDC’s Deaf Professionals / Role Models Playlist
Black Deaf Center: Personal Stories
Council de Manos: Know Your Story
DawnPress Signs: Deaf Women and Role Models
Deaf Spotlight Interviews with Deaf Artists (Facebook login required)
DPAN: Real People
Illinois Service Resource Center: part 1 and part 2 role model videos
National Association of the Deaf: Deaf at Work
Past Preservers Spotlight: Amelia Dall, Archaeologist
National Black Deaf Advocates’ spotlight page
Deaf Unity (UK) monthly posts
Deaf Action:
Deaf role model videos (UK – note: in BSL with English captions)
Portrait Deaf Role Models in Africa: Documentary Videos (note: presented in different sign languages in Africa with English captions)
TED Talks:
Christine Sun Kim, Artist and TED Fellow
Haben Girma, Lawyer, Advocate
Elise Roy, Lawyer, Artist, and Advocate
Evelyn Glennie, Percussionist
Keith Nolan, Cadet Private
Nyle DiMarco, Model and Activist
Rachel Kolb, Rhodes Scholar
A good mentor shows up, connects with, and guides. They lead by example while helping deaf youth build real-world skills and find paths to education, work, and community. These connections also provide access to people and resources that can shape their future. For deaf youth, that steady support can build confidence, strengthen skills, and help them succeed in school and beyond.
Take our free online module with strategies and tips on developing a mentoring program!
There are different formats for how mentors can work with deaf youth. Here are four examples.
The ongoing, personal connection of a mentor helps youth build confidence, ask questions, and be encouraged to set goals for school, work, and life.
Example: Chris shared how having a deaf peer mentor in college helped him see new career possibilities.
Deaf youth support each other by sharing ideas, advice, and real-life experiences. These connections help them feel less alone and build trust with people their own age.
Example: Octavian talked about learning new ways to handle challenges through peer support.
A small group of deaf youth meets with one or more mentors together. Group time gives them a chance to talk, learn from each other, and practice new skills in a safe space.
Example: Marilyn described how group sessions helped her feel part of a community and share experiences.
Other parents or deaf adults connect with parents of deaf youth. They share their own experiences and answer questions, helping families feel more confident and better able to support their child at home.
Example: Shira talked about how deaf parent mentors gave her family hope and better ways to plan for the future.
Are you looking to develop a mentoring program? Here’s four tips on best practices based on research.
Look for mentors with different life experiences who want to build real connections with deaf youth. Take the time to gather input from deaf youth and their families about their needs, and match them with mentors who are the best fit. Be clear about what the program involves so that everyone understands their role and what to expect from the experience.
Offer training that prepares mentors to work confidently with deaf youth and their families. Share strategies on how to communicate in different ways, share their own stories in ways that help youth grow, and guide with setting goals for school, work, and life. Good training also covers how to keep conversations meaningful over time, follow up, and connect youth with other people or resources when needed. Strong mentoring takes constant, thoughtful work — mentors should stay curious, ask questions, and learn alongside the youth.
Design mentoring programs to be flexible and shaped by what deaf youth want and need. For a good mentoring relationship to grow and feel meaningful, it should last at least six months. Mentors and youth should agree on a timeline and how often they’ll meet or check in. Provide guidance on what they can talk about, how to set goals, and what kinds of activities or topics they can explore together.
It can also help to include ways for youth to connect with other mentors and peers through group events, workshops, or community meet-ups. Build in time for mentors and youth to check on how things are going and make changes if needed. A clear structure keeps everyone on the same page and makes the experience more valuable for youth, families, and mentors alike.
Regular check-ins help everyone see what’s working and what could be better. They give mentors, youth, and families a chance to share what’s going well and what needs to change. Simple tools like surveys or group chats help track progress and spot problems early. Use check-ins to gauge if mentoring is helping youth reach their goals, build confidence, and try new things. Staying responsive and adapting along the way keeps the program useful and meaningful.
Mentoring can be adapted for many deaf youth, including those who are deafblind, use different types of communication, or come from different family backgrounds. A thoughtful match helps youth feel seen and supported. Mentors who have faced similar experiences to the youth they’re supporting are often able to build stronger connections. This is especially true for deaf mentors working with deaf youth because they share a lived experience and understand the way in which deaf youth navigate the world around them. Families often gain a better understanding of what’s possible for their child after connecting with a deaf mentor, as well. These relationships can lead to better communication at home and more confidence in supporting learning and future planning.
Need more support developing or strengthening your role models and mentoring opportunities for deaf youth? Contact us!