Mentors are trained adults who provide emotional, practical, and developmental support to young people. In the UK, nearly one million young people aged 16 to 24 are currently not in education, employment, or training—a situation referred to as being "Neet." This number is expected to grow, raising concerns about the future of these individuals and the systems that support them. A recent government-commissioned report by former MP Alan Milburn highlights that while many of these young people want to find stable jobs or continue their education, they often lack clear pathways to achieve their goals. The report suggests that societal, moral, and economic factors contribute to this issue, with systems like healthcare, education, and social services sometimes failing to address individual needs in a meaningful way. The term "Neet" reflects how these young people are often seen as problems to solve rather than individuals with unique talents and aspirations. However, research shows that a strengths-based mentoring approach can be highly effective. This method focuses on identifying and building upon a young person’s strengths, interests, and goals, rather than simply addressing their challenges. For some, such relationships already exist in their lives, but for others, formal mentorship programs can create these connections. Mentors help young people explore their own paths, encouraging them to think critically about their future rather than being told what to do. In a recent doctoral study, researchers examined a local mentoring program involving seven young people, seven mentors, and other program staff. The study found that the relationships formed between mentors and mentees were crucial. Mentors listened actively, helped young people express their needs, and provided a safe space to explore new ideas and concerns. Many of these young people had interests and skills outside traditional education, such as knowledge about reptiles, manga, or photography. Mentors who valued these passions helped expand the young people’s self-perception and their belief in their potential. Beyond personal development, mentors also supported young people through difficult family situations, such as parental mental health issues, homelessness, or bullying. By helping them articulate their challenges, mentors connected them to other support services. This approach gave young people time to think about their future and consider options like school or work. One participant described their mentor as someone they could "share everything with," emphasizing the importance of trust in these relationships. As a result, young people gained confidence in their abilities and began to see ways to improve their lives. Exposure to new experiences and contacts through their mentors also increased their resilience and led to meaningful personal and professional changes. Milburn’s report suggests that systemic change is needed rather than temporary solutions. While mentoring programs already exist across the UK, they are often fragmented, underfunded, and lack consistent standards. Creating a central agency to oversee and support these programs could help ensure quality and consistency. Incorporating mentorship into training for educators and other professionals who work with young people could also be beneficial. Focusing on the strengths of young people, rather than their shortcomings, is more likely to encourage them to re-engage in education or work on their own terms. This approach not only supports their personal growth but also helps them navigate complex systems more effectively, potentially reducing the need for crisis intervention in the future.