Opportunities for collaborative learning reflect positive peer processes that have strong implications for adolescents’ developmental experiences in afterschool programs (ASPs). However, collaborative learning, which involves considering multiple viewpoints and coordinating actions with peers to accomplish a shared goal, is often difficult for adolescents to navigate. Utilizing qualitative methods, the purpose of this study was to identify ASP mentoring strategies that promote collaborative learning among adolescent participants. Based on the experiences and perspectives of college student mentors who serve as frontline staff of a math enrichment ASP for Latino/a middle school students, we identified four mentoring strategies that promote collaborative learning: (1) nurturing personal connections with and among youth, (2) establishing positive group norms, (3) strategically splitting groups and work, and (4) modeling collaborative behaviors. These strategies reflect best practices that frontline staff can utilize to promote adolescents’ collaborative learning, skill development, and engagement in ASPs. Practical implications and directions for future research are discussed.

协作学习的机会反映出积极的同伴过程，这些过程对青少年在课外计划（ASP）中的发展经验具有重大影响。然而，协作学习涉及到考虑多个观点并与同伴协调行动以实现一个共同的目标，对于青少年来说通常很难驾驭。利用定性方法，本研究的目的是确定促进青少年参与者协作学习的ASP指导策略。根据担任拉丁美洲/中学生数学强化ASP的一线工作人员的大学生导师的经验和观点，我们确定了四种促进协作学习的导师策略：（1）培养与年轻人之间的人际关系，（2）建立积极的团队规范，（3）从战略上划分团队和工作，以及（4）对协作行为进行建模。这些策略反映了一线员工可以用来促进青少年的协作学习，技能开发以及参与ASP的最佳实践。讨论了未来研究的实际意义和方向。