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Survey Results on AmeriCorps Staff Support

Author

Scott Rinnan

Modified

April 2, 2026

Executive summary

  • Mentors reported enthusiasm for AC members providing support in day programs, both in overall group management and especially in 1-1 support for kids who need extra attention.
  • Numerous comments also envision AC members helping to build activity-based infrastructure involving arts and crafts, wildcrafting, and longer-term projects.
  • Survey responses somewhat differ by mentor location, reflecting site-specific culture and needs.

Introduction

As part of a grant proposal, Two Coyotes is considering various options for roles of part-time AmeriCorps members within the organization. This survey asked mentors to reflect on their experiences working with children in the field, and to provide feedback on how AmeriCorps members might best help them in that work. Their responses will help to design the most impactful program model. The survey was run from January 7th through January 31st, 2026.

There are federal restrictions on what AmeriCorps service looks like, the most relevant being that AmeriCorps members may not replace paid employees. Their service must enhance or support existing activities and fill gaps that would otherwise not be met. AC member program support offers the possibility to provide basic stability to groups so that mentors can put their skills to the best and highest use. One of the primary impacts is higher quality programming because of lower student-staff ratios: more attention per child, more mentoring, more hands-on support, better tending to individual and group needs. By design, this would not be all coming from the AC member directly, but by the mentors who are now freed up to respond as needed. Training AC members to support the basic needs of the group would raise the baseline for everyone’s experience.

The roles of AC members will also be guided by their individual motivations and areas of interest. While all AC members are expected to fulfill that basic support role and get assigned to whichever group needs support so that they get a range of experiences in the field, they will ideally also have the space to develop an “independent study” project of sorts that aligns with their intentions for participating in AmeriCorps, and can be supported to test and apply that project in the field, either through our core programs and/or through community outreach programs.

Survey Questions

Note: Summaries of open-ended text responses were generated with ChatGPT to preserve the anonymity of survey respondents.

Pro Tip

Hover your cursor over the figures to see more information such as counts, percentages, and categories!

Burnout in the field

This survey question asked mentors “How often do you feel under-resourced or burned out in the field?”

45.5% of Granby mentors reported feeling under-resourced or burned out in the field often or very often, compared to 37.5% of Killingworth mentors and 54.5% of Newtown mentors.

Biggest challenges

Mentors were asked “What are the biggest challenges you face when working with kids?”, with open text responses. Fifteen provided responses. Below is a summary of their responses:

  • High behavioral/emotional needs outpacing staffing ratios: Too many kids needing co-regulation and 1:1 attention at once (especially younger groups), leading to safety incidents (running away, aggression), “damage control,” and other students being underserved.
  • Neurodivergence/special needs support gaps: Rising numbers of neurodivergent and high-need students, inconsistent parent awareness, and mentors having to self-teach strategies; desire for training and practical intervention tools.
  • Group management, cohesion, and conflict resolution: Challenges with listening/focus, maintaining respect across differences, ensuring all voices are heard, and navigating peer/interpersonal dynamics.
  • Limited capacity to deliver intended outdoor curriculum: Keeping kids engaged in wilderness skills/projects (e.g., fire-building) within short sessions and mixed readiness/motivation; some older students “outgrowing” available offerings.
  • Mentor/partner effectiveness and adult dynamics: Co-mentors/partners lacking training in the program’s culture and nature-connection approach; adult nervous-system/leadership issues and inconsistent approaches undermining rapport and increasing behavior problems.
  • Emotional labor, burnout, and physical stamina: The work is draining over a season/intensive events; balancing creativity/joy with discipline, maintaining energy, and keeping up physically with kids.

Field support

This survey question asked mentors “If AmeriCorps members joined staff in the field, which types of support would be most helpful?”, and invited them to select up to three of eleven provided responses, with an additional option for writing in their own response. (Note: four the sixteen respondents selected more than three responses.)

One-on-one support for kids needing extra attention, group management, and supporting staff wellness were all chosen by half or more of respondents, with all other options chosen by 25% or less of respondents. More Killingworth mentors chose “preparing materials and equipment”, which may be in part a reflection of the location’s lack of storage space.

How can AC members help with staff burnout?

Mentors were asked “In which of the following sources of staff burnout could AmeriCorps members best help?”, with the opportunity to reflect on four different areas:

  • Child behavioral challenges / group dynamics
  • Professional development / training opportunities
  • Event planning (overnights, ancestor feasts, etc.)
  • Managing workload / expectations

Behavioral challenges and group dynamics

91% of Granby mentors reported support with child behavioral challenges and group dynamics would be very helpful or essential, compared to 62.5% of Killingworth mentors and 73% of Newtown mentors. Responses were similar across age groups.

Professional development and training

45% of Granby mentors reported support with professional development would be very helpful or essential, compared to 62.5% of Killingworth mentors and 54.5% of Newtown mentors.

Event planning

Of the four themes, respondents expressed the least enthusiasm for support with event planning, with 37.5% choosing “very helpful” or “essential”.

Managing workload

65.6% of Granby mentors reported support with managing workload would be very helpful or essential, compared to 75% of Killingworth mentors and 91% of Newtown mentors.

Activities/interests with more support

Mentors were asked “What is something you don’t/can’t do with kids now that you would like to do — and could do with more support or resources?” with open text responses. All sixteen provided responses.

  • More 1:1 mentoring and deeper relationships: Time to connect meaningfully with each child (not just crisis-prevention), including coaching skills individually and reaching quieter/overlooked students.
  • More support for mental health and “inner work”: Greater capacity and confidence to support kids with psychological challenges, and to facilitate deeper personal development work with teens.
  • Run richer skill- and craft-based programming: Ability to offer focused wilderness skills/wildcrafting/tool use/cooking and longer, more complex projects without losing safety or engagement when some kids opt out or need close supervision.
  • Offer long-duration, reflective, and sustained-attention activities: Sit spots, long-span reflection, and projects that young/dysregulated kids currently can’t sustain without additional adult support.
  • Create small-group “deep dive” experiences and expeditions: Taking subsets of interested kids on advanced learning adventures (tracking hikes, atlatl-making/flint knapping) and larger off-site trips/overnight expeditions to build cohesion and growth.
  • More prep time, materials, and site/land-owner coordination: Dedicated paid time to source/prep supplies and permission/logistics to build semi-permanent project structures or game areas, do land-tending/native planting, and coordinate land access (including partnerships with Indigenous groups).

Vision

Mentors were asked “Imagine AmeriCorps members are part of the team. What impact would you hope to see on…”, with open text responses across four themes: kids’ experience, staff workload/wellness, TCWS programming, and community outreach and partnership programs.

  • More 1:1 attention and mentoring bonds: Extra adults to provide targeted support to kids who need it, deepen moments of wonder/learning, and help children feel “seen,” special, and connected to a trusted adult.
  • Improved group regulation, safety, and consistency: Better coverage for behavior support and “rounding up,” enabling more calm, intentional responses, more repair in the moment, and less chaos/fraying at the edges.
  • Richer, deeper program experiences: More capacity for hands-on exploration, higher-concept activities, and deeper skill learning (e.g., plant ID), leading to stronger engagement and long-term positive impact.
  • More equitable access to support and activities: Kids get help engaging in both preferred and non-preferred activities; high-need students receive support without consuming all staff resources, so others aren’t sidelined.
  • Stronger culture-building and unity: Improved cohesion and enjoyment for groups as mentors can focus on culture-building rather than constant crisis management.
  • Broader representation and community connection: More diverse trusted role models for kids, plus potential for family/community events (parent participation days, site celebrations) that strengthen belonging and understanding of nature-connection culture.
  • Reduced “triage” and in-field stress: More adults to share load so mentors spend less time “putting out fires” and more time mentoring intentionally, with steadier regulation and presence.
  • More coverage and flexibility (especially subbing): Additional people available to substitute when staff are sick and generally improve scheduling resilience.
  • More breaks and recovery during the day: Capacity for staff to step away for 5–10 minutes, breathe, and reset—without worrying about group safety/management.
  • Support for executive/logistical tasks: Help with setup/cleanup, coordination, and other taxing tasks so core mentors can stay with groups and focus on programming.
  • Greater time for planning and reflection: Space to plan, rework plans mid-day, collaborate, and incorporate fresh ideas/perspectives more sustainably.
  • Wellness gains require real workload reduction (not just shifting tasks): Some stress is tied to emotional labor; meaningful wellness impact depends on doing less total work without income loss, plus potential creation of shared wellness resources (resource lists, supports for growth).
  • Expanded offerings and new program lines: More overall programming capacity, including reviving/adding consistent adult programs, and potentially launching apprenticeships, teen “community tender” roles, and other new initiatives.
  • Richer, deeper nature-mentoring experiences: More focus on skill-building, nature connection, rites-of-passage work, and more complex/prep-heavy crafts and activities with added planning/prep support.
  • Greater staff consistency and delivery quality: Buffer staff could enable smaller enrollments, more field days at the same site, and programming at multiple sites on the same day—improving effectiveness and mission delivery.
  • Fresh perspectives and diverse ideas: AmeriCorps members (especially from varied backgrounds) can bring new skills, critiques, and “outsider” review that sparks innovation and revisits forgotten practices.
  • Better organization and predictability: Additional capacity to tighten operations so fewer details “fall through the cracks,” increasing reliability and follow-through on staff-generated improvement ideas.
  • Stronger inclusion and reach: Potential to expand early learning (Pups) and special-needs programming, and adapt/extend programming to more diverse communities (including inner-city groups, broader ethnic representation, and even exchange/sister-program concepts).
  • More consistent, dedicated outreach capacity: AmeriCorps members could hold ongoing community outreach/coordination work that core staff often don’t have time for, making partnership programs more reliable.
  • Broader access and a more diverse community: Increased recruitment and participation of kids/families across race, ethnicity, and socioeconomic background; stronger ties with BIPOC-led and like-minded organizations.
  • Deeper family/community engagement and communication: More consistent parent communication and relationship-building that increases trust, satisfaction, and visible transformation for kids.
  • More community events and “skills-in-community” programming: Potlucks, seasonal festivals, singing/dancing, craft/skill-sharing, and food-processing events (e.g., acorn processing) that build resilience and raise TCWS visibility.
  • Expanded weekend/special-event offerings: More options for families who can’t attend weekday programming during the school year, through weekend programs and special events.
  • Stronger cross-organization exchange and elder involvement: More collaborations like joint events/trainings with peer programs, plus intentional outreach/screening processes to involve elders (including exploring AmeriCorps Seniors) and support land-tending/stewardship partnerships.

Unmet needs

Mentors were asked “Is there any other unmet need within the organization you could see that AmeriCorps members could help address?” with open text responses.

  • Diversity, equity, and inclusion capacity-building: Help expand a more diverse staff/student community and continue/extend CEIO-related work (anti-racism/anti-patriarchy, cultural connection to land/Indigenous traditions).
  • Relieve staff workload/“energy deficit”: Additional hands to reduce burnout, stabilize programming quality, and create conditions for “magic”/mentor gifts to come through.
  • Fundraising and sustainable financial development: Support development efforts tied to long-term viability, compensation, and reducing turnover.
  • Operations support to free staff for governance/policy work: Increase organizational capacity so field staff can participate meaningfully in policy-making and improvements.
  • Land stewardship and site relationships: Assist with stewardship projects, strengthening relationships with landowners (e.g., Newtown), and potentially scouting/establishing new land access.
  • Staff culture and learning: Create space for mentor bonding/community and support broader staff professional development (including niche supports like organizing a shared music/song library).

Additional thoughts

Mentors were asked “Any additional ideas or concerns about AmeriCorps roles at Two Coyotes?” with open text responses.

  • Prevent AmeriCorps members from being overburdened: Concern that existing staff overwork could lead to unintentionally asking interns to take on too much.
  • Training/onboarding capacity and sustainability: Worry that supervision and skill-transfer (much of the work is skilled labor) could strain staff time/mental bandwidth; need a sustainable, reciprocal learning model.
  • Culture fit and TCWS-specific orientation: AmeriCorps members will need support to understand Two Coyotes’ unique culture and ways of working so they can meet real needs effectively.
  • Operational/admin capacity needs: Potential value in roles like admin assistant (paperwork, summer rhythms, ongoing operational tasks needing continuous attention).
  • Communication and accountability structures: Interest in sharing survey results, clarifying AmeriCorps intentions, providing periodic progress reports, and holding more regular staff check-ins to surface concerns.
  • Possible stewardship project roles: Ideas like invasive species removal and supporting land-based project days (e.g., Newtown stewardship events).

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