OASIS Institute

Abstract This chapter explores the success of the Oasis Intergenerational Tutoring Program over a span of thirty-five years. Established in 1989 as a community engagement opportunity, the tutoring program has grown to be the primary volunteer program of the Oasis Institute. Older adult volunteers are paired with children who benefit from assistance with reading and literacy. The caring, supportive relationships that the Oasis tutors form with the students offer a mentoring component as the children regularly interact with an adult role model. How the program continues to be relevant for school staff, children, and older adults is highlighted through both qualitative and quantitative data combined with information gleaned from interaction with the program’s stakeholders. Challenges to implementation and continued expansion of the Oasis Tutoring Program are also delved into.

This study explored variations in self-perceived benefits of intergenerational tutoring. The study’s sample consisted of 329 older adults who tutored children in-person in the 2021–2022 school year. Due to the COVID-19 pandemic, some of the respondents had experienced a period in which volunteering was remote, virtual, or not possible. Demographic information was collected in a fall pre-test survey, identifying first-time volunteers (first time volunteering in ten years), caregivers (100 or more hours in the last two years helping someone who needed assistance), and male volunteers. Self-perceived benefits of tutoring (physical, emotional, and cognitive health, increased social activities, use time more productively, contribute to the well-being of children, and feel better about myself) were collected in a spring post-test survey. Being a first-time volunteer was significantly associated with improved health (X2 = 4.17, p = 0.041, Cramer’s V = 0.11), even after controlling for baseline self-reported health (p = 0.020). A larger proportion of first-time volunteers (34.2%) reported improvements in at least two areas of health (physical, emotional, and cognitive) due to their involvement in the intergenerational tutoring program, compared to non-first-time volunteers (18.5%). There were no significant differences in perceived benefits for caregivers or males. These findings suggest that targeting non-volunteers for involvement in tutoring programs may maximize health benefits of engagement. Specifically targeting males and caregivers may not be necessary, given that they benefit similarly to other populations.