Adora sits at a long table in the noisy cafeteria, sipping her apple juice. Though it’s lunch time, she doesn’t eat anything except an occasional bowl of applesauce. She’d rather be hungry than eat what can be found on the metal trays of the other students. While everyone eats, she waits anxiously for the period end so she can play Barbie Design on the computer or use a well-planned strategy to win a game of Connect Four or Guess Who.

As a fourth grade student at Paul L. Dunbar Elementary School in Philadelphia, PA, Adora spends time playing games compliments of the Big Brothers Big Sisters (BBBS) program that is run through her school.

“We usually draw on the chalkboard and have races to see who can draw stars faster,” said Melissa Marsili, a Temple University student who volunteers her time with Adora every week. “And she’s really good at games. She actually beats me at Connect Four!”

Adora is one of the many students who participate in the BBBS program hosted throughout the Philadelphia school district. The program strives to help youth in need of support, in both an academic or a social context. Bigs (the term used to describe those who volunteer) act as mentors for their Littles (the students involved in the program). Statistics show that students taking part in the program are 52% less likely to skip school because of their Bigs.

“That’s a big deal in Philadelphia,” said BBBS corporate and university recruiter Elizabeth Caldarola. “Skipping school has been a huge problem in the school district. We try to do whatever we can to prevent that.”

University Bigs have become a very reliable source for improvement within the school system. These University Bigs are college students who volunteer with hopes of motivating students to continue their education. The methods in which they do so are very simple. By helping with homework or playing a game of basketball during school hours, Littles’ grades, and their attitudes, improve. The majority of Littles have behavioral problems and come from unsteady environments, so the presence of a healthy relationship in their lives helps in numerous ways.

“If work isn’t completed or students act inappropriately, Bigs are always there to help out,” said Anna DiNardo, the school councilor at Dunbar Elementary. “They help in numerous ways. All of it is extremely helpful.”

Dunbar Elementary alone has 50 matches in the program. Even if there aren’t enough Bigs to match at the time, BBBS always accepts applications for Littles. They are placed on a waiting list until a Big can be matched to them.

“We are always in need of Bigs, especially Big Brothers,” said Caldarola. “For Temple University, we are currently going through applications. There are 34 women and only six men. Women are just more apt to volunteer.”

The lack of male volunteers is recently becoming more of a problem. The waiting list has more little brothers than little sisters. In fact, more than 80 percent of the children waiting for mentors are boys, but only three out of 10 volunteers are male. BBBS tries to match within the same sex. And while they lack enough male volunteers, they are gaining male students. Caldarola explains that this is a similar problem among many agencies. BBBS is hoping that will change.

“Our amount of volunteers is growing though, which is great,” said Caldarola. “It’s all we can ask for.”

The enrollment process for volunteers is time consuming: not for those who sign up, but for those who work at BBBS. When looking at University student applications, several background checks must be processed. First, there is a State Police check (according to location), then a child abuse background check. Each applicant must be cleared for the enrollment process to go any further. Applicants must provide three references, who are contacted after completion of a clear background check. There is then a face-to-face interview.

“We like to find out what they did for fun growing up. We need to find out as much as we can so we can make matches appropriately,” said Caldarola.

The whole process spans six weeks and depends on how long the background check takes; BBBS has no control over the length of the waiting process.

It is much easier for students to sign up to become a Little. Most Littles are recommended for the program by their teachers or guidance counselors. After all, they are with these students every day, so they can identify which students need mentors the most. Their parents or guardians are sent information and paperwork to fill out. Then the students are interviewed so BBBS can see why they want to be in the program. The interview also helps when it comes to making a match.

“These kids are involved for a reason,” Caldarola said. “They have serious things going on at home. They want anything to make it better.”

Once both the student and volunteer are accepted, they sign a form explaining what is expected of them. Bigs are expected to go to their Littles’ school at least twice a month. Littles are expected to behave appropriately. It’s very rare that either one doesn’t live up to their part of the bargain. Most Littles seem to stay with the program as long as possible. They can begin the program at age seven and continue until they are 18.

“Kids never turn this down. They literally search for it,” said DiNardo. “They flag me down in the hall and actually ask to get into the program. It’s wonderful that they want this.”

Philadelphia’s program has been growing dramatically over the past few years. Since 2002, the number of children served in southeast PA has gone up, increasing by nearly 1,000 in 2007 alone. College students that participate in the southeast PA region come from Temple University, Chestnut Hill College, University of Pennsylvania, West Chester University, and a few others. There have been more than 1,000 volunteer inquiries from college students within the past year.

“We recently matched a few students with Temple basketball players,” said DiNardo. “They are tremendous. Their Littles were very excited. What great role models!”

Among those basketball players is Dionte Christmas, who was recently matched with a Little Brother. Said Christmas, “I’ve always been an only child, so it’s nice to have someone who looks up to me. I feel like I’m doing something good for my community.”

BBBS is not only run throughout the Philadelphia school system. Though headquartered in Philadelphia, it is a national organization with 500 agencies across the country, serving more than a quarter million children. The need for mentors is growing, and communities are becoming more aware.

The recently-released comedy Role Models makes light of the issue. Paul Rudd, who stars in the film, stated in a public service announcement that he is a fan of BBBS “because they change how kids grow up, helping them beat the odds in school and in life.”

In 1904, Ernest Coulter started the program in New York City. As a clerk in the Juvenile Court system, he was disturbed by the number of youth constantly going through the court system. At a meeting of civic and business leaders, he stepped up to take on the role as a “Big Brother.” All 40 men at the meeting stepped up as well. At the time, women in the area were performing similar work. The two groups combined and formed the BBBS program. Today, it is the leading mentoring group in the United States.

Multiple opportunities exist to become a Big Brother or Big Sister within the community. Besides being a University Big, other programs like community-based mentoring, school-based mentoring, High School Bigs, Amachi mentoring, and Promoting Healthy Impact Together (PHIT) exist. All of these programs have the same commitment when it comes to serving the community: to improve the lives of children through one-on-one mentoring relationships. The program is proof that children matched with a Big are less likely to take illegal drugs, start drinking, skip school, and show violent behavior.

“Any improvement helps,” said Caldarola. “These kids are our future. These Bigs are here to help shape the future.”

“Does he have glasses on?” Adora asks. Melissa responds with a yes. The two sit in silence, while Adora studies the game board in front of her, flipping down faces to inch her closer to winning Guess Who? After a few more thoughtful guesses, the game is finished, and Adora has to go to English class.

“I let her win sometimes,” Melissa states once Adora has left the room. “It makes her happy, which is always good.”

After a few months together, Melissa and Adora have been getting to know each other. They share a love for pizza and reading. They even found out they only live a few blocks from one another.

“She’s tiny but she’s tough,” Melissa laughs. “She could probably teach me a thing or two. So I guess we could learn from each other.”