AIM's Philosophical Roots
The AIM model—Appreciate, Investigate, Motivate—isn’t just a strategy. It’s a philosophy grounded in decades of research on human development, motivation, and leadership. At its core, AIM believes that students flourish when they are trusted, guided, and empowered to lead. The model draws heavily from the fields of positive youth development, self-determination theory, and servant leadership philosophy to shape a school culture where mentorship is more than a program—it’s a way of being.
1. Positive Youth Development
Psychologist Richard Lerner helped define the field of Positive Youth Development (PYD), which sees young people not as problems to be fixed but as assets to be cultivated. PYD frames adolescence as a time of remarkable opportunity, and AIM embraces that view by positioning students as leaders and collaborators—not passive recipients of knowledge (Lerner, 2005). The goal isn’t just academic success, but thriving—socially, emotionally, and civically.
2. Self-Determination Theory
Ryan & Deci’s Self-Determination Theory (2000) emphasizes that people are most motivated when their basic psychological needs—autonomy, competence, and relatedness—are met. AIM embeds these needs into every stage of the model. Appreciation builds connection. Investigation builds competence. Motivation fosters autonomy. Rather than push students, AIM unlocks the drive that’s already in them, giving their goals meaning and their learning purpose.
3. Servant Leadership
The AIM model is deeply influenced by Robert Greenleaf’s concept of servant leadership, which challenges traditional hierarchies by asking leaders to serve first. AIM trains mentors—especially student mentors—to see leadership not as control, but as responsibility. They lead by building trust, asking questions, and helping others grow. Greenleaf’s test for good leadership—“Do those served grow as persons?”—is central to every AIM interaction.
4. Broaden-and-Build Theory
Psychologist Barbara Fredrickson (2001) developed the Broaden-and-Build Theory, which shows that positive emotions—like gratitude, hope, and appreciation—literally expand our cognitive and social capacity. AIM uses this principle at its foundation. By teaching mentors to lead with appreciation, the model helps students shift from survival mode to growth mode. That emotional shift opens the door to deeper learning, better relationships, and higher resilience—exactly what every school climate needs.
5. Inquiry-Based Learning
Drawing from Graesser & Person’s (1994) work on effective tutoring, AIM emphasizes investigation as a tool for learning—not just about academics, but about people. Their research found that when students ask thoughtful questions and are guided through meaningful dialogue, their learning accelerates. AIM mentors don’t deliver answers—they prompt curiosity. In doing so, they help peers build both cognitive and emotional intelligence.
6. Peer Learning Models
Decades of research—especially from Keith Topping and Danièle Duran (2017)—shows that peer-to-peer learning not only supports the student receiving help, but powerfully benefits the one giving it. AIM was designed with this reciprocity in mind. Student mentors aren’t volunteers—they’re trained leaders who deepen their own skills by guiding others. This turns every session into a two-way growth experience, and it’s part of what makes AIM sustainable and scalable.
7. Learning-By-Teaching
Danièle Duran’s (2017) research on the “learning-by-teaching” effect found that when students are tasked with teaching others, they retain information more deeply and engage more critically with content. AIM mentors aren’t just role models—they're learners themselves. By preparing to teach, they clarify their own understanding and strengthen their voice, creating a feedback loop of growth that benefits both mentor and mentee.
8. Academic Tenacity
Dweck, Walton, & Cohen (2014) coined the term academic tenacity to describe the combination of resilience, motivation, and purpose that helps students persist through challenges. AIM develops tenacity by grounding mentorship in purpose and belonging. It doesn’t just give students academic tools—it gives them a reason to keep going when things get hard.
9. Reflective Responsibility
Research by Salusky & Larson (2014) highlights how adolescents develop responsibility in structured, collaborative environments where reflection is part of the process. AIM intentionally builds reflection into every stage—mentors write, speak, and debrief regularly. They learn to own their actions, consider others' perspectives, and respond with integrity. This transforms responsibility from a rule to follow into a habit of character.
10. The Construct of Appreciation
Finally, Fagley’s (2016) work on appreciation offers deep validation for AIM’s first principle. Appreciation isn’t a surface-level “thank you”—it’s a mindset that boosts well-being, improves relationships, and increases motivation. By teaching students to notice what’s good, valuable, and worth honoring in others, AIM begins the mentorship process with an emotional and relational foundation that’s often missing in traditional systems.
