Mentor the next generation.
One hour a month online is enough to change a student's experience of becoming a social worker. Every one of us was once a student who needed someone to show them what social work could be. Mentoring is how we pass that on.
No travel. You don't need to be a senior manager or an academic. For qualified social workers; AASW membership not needed.
Registering interest nowOur approach draws on the University of Sydney's guide to mentoring.
We're registering interest now. Matching starts once our mentor agreement and safeguards are in place, and the Student Portal opens.
A shared responsibility
We're proud
of social workers surveyed are proud to be social workers. Mentoring is how we say it out loud.
Long et al., 2026Students need us
"Only just over half" of 284 students got the supervision their placement standards require.
Zuchowski, Cleak & Cleaver, 2021Our workforce depends on it
Rural social workers often "work in isolation or be the only social worker in an agency". Online mentoring reaches any postcode.
Long et al., 2026It's who we are
No social worker works alone. That should be true from a student's first placement.
A Fair Go principleProud, but not heard
Survey of 169 Australian social workers: Long et al. (2026), Australian Social Work. Respondents called for the profession to be "sounding proud about what it is we do".
What mentoring is, and isn't
A non-judgmental space for a student to learn, reflect and look ahead.
"Mentoring … is focused on developing a relationship between individuals or a small group and is future focused." It "should not be confused with counselling or therapy".
University of Sydney, Approaches to mentoring
Mentoring is
- Listening, encouraging and sharing your experience of practice
- Helping a student reflect on their learning, values and career
- Pointing them to the right place when something goes wrong
- Talking about the profession: pride, identity, advocacy and wellbeing
- A voluntary, collegial relationship
Mentoring is not
- Placement supervision, which the student's field educator provides
- Assessing the student or reporting on their performance
- Handling complaints about a placement or agency
- Counselling or crisis support
- Directing the student's practice with their clients
If a student raises a concern about their placement, help them think it through, then encourage them to take it to their field educator or university liaison.
One hour a month is enough
- Sessions
- 1 hour a month, online
- Between sessions
- A short message to confirm the next meeting
- Sessions
- Fortnightly, especially during placement
- Between sessions
- Brief check-ins
- Other ways to help
- Join or co-host a peer group; share your story
Four ways to mentor
The University of Sydney describes four approaches to mentoring. Each has a place in the Fair Go Student Zone, and the mentor's role "is also likely to evolve" as the student's needs change.
One-on-one
An experienced mentor works with one student.
Your monthly online sessionPeer
People at a similar stage support each other around a shared focus.
Student peer groups, including CALD, LGBTIQA+ and neurodiverseGroup
You lead a monthly conversation with a few students, combining mentoring, peer support and networking.
Host students interested in your fieldComposite
A student works with several mentors, each chosen for specific expertise.
e.g. health, child protection, disabilityThe student leads. You guide.
The University of Sydney advises that the mentee sets the direction and comes "prepared with questions or an agenda", while the mentor is "present and engaged". Here's a suggested one-hour structure. Adapt it to suit you both.
Your first meeting
- Get to know each other. How you came to social work and what you love about it. Their studies, placement and hopes.
- Talk about expectations early. What you'll each bring, and how you'll communicate.
- Set boundaries together. How often you'll meet, how to reschedule, and the limits below.
- Set one or two goals. Realistic and achievable.
After each session, send a short message summarising what you agreed.
Conversation starters
- What's been the highlight of your placement or studies this month?
- What challenged your values this month, and how did you respond?
- Where do you see yourself working, and what draws you there?
- How are you looking after yourself right now?
- What would you like to understand better about the profession?
Bring your practice values
Four steps
For qualified social workers: an Australian social work degree or a recognised overseas social work qualification. You don't need to be an AASW member.
We strongly encourage mentors to complete The Open University's free online course, Workplace learning with coaching and mentoring, before or during your first mentoring relationship. It takes about 9 hours at your own pace, introduces core coaching and mentoring skills (including the GROW model), and you'll receive a free statement of participation when you finish.
Register your interest
Below. We'll contact you when matching opens.
Tell us about you
Your field, where you work, and communities you'd like to support.
Choose your approach
One-on-one, a small group, or both.
One hour a month
And more if you have the time.
Mentoring with Fair Go is voluntary. We're grassroots, and no one here takes a salary. What we offer is the chance to shape the next generation of social workers, and a reminder of why you chose this work. No social worker works alone. Thank you for making sure our students don't either.
Sources
- The Open University. Workplace learning with coaching and mentoring. OpenLearn free course.
- University of Sydney. Approaches to mentoring. Researcher Hub.
- Long, N. et al. (2026). Perceptions of social work in Australia: what do social workers think? Australian Social Work, 79(2).
- Zuchowski, I., Cleak, H. & Cleaver, M. (2021). Social work placement supervision: a snapshot of student experiences. Advances in Social Work and Welfare Education, 23(1).
- Morley, C., Hodge, L., Clarke, J. et al. (2024). 'This unpaid placement makes you poor'. Social Work Education, 43(4).
- Young, K. J. (2014). Research mentoring: suggestions and encouragement from a reflection exercise. Journal of Chiropractic Education, 28(2). Young writes about research supervision in chiropractic education; we've used only the principles that apply to mentoring in any profession.
Fair Go is independent. References to the University of Sydney's guidance don't imply a partnership or endorsement.