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During National Volunteer Appreciation Week (April 20-26), the ̽����ѡ in NY recognized the vital role volunteers and interns play in supporting our youth programs. These dedicated individuals help refugee youth thrive in school and beyond, offering support as they navigate resettlement. Many volunteers have been with us for years, bringing invaluable experience to our programs and helping ensure refugee youth have the tools to succeed.  

Read about some of the key ways our volunteers and interns support our various youth programs, from providing departmental administrative support to developing relationships with students and advocating for their needs. 

Advocating for Youth: Interns at the Heart of Student Support

School Success Program

The School Success Program at the ̽����ѡ in NY is designed to support refugee students both inside and outside the classroom. By offering academic assistance, social-emotional support, and cultural orientation, the program helps youth build confidence and meaningful connections as they adjust to life in a new environment. 

Interns play a critical role in making this work possible. In addition to providing essential administrative support—such as scheduling meetings and recording case notes—they also serve as key advocates for our youth clients. Youth School Success Specialist SeArah Smith highlighted her intern Riley as a standout example, calling her the “ace of advocacy.” 

Riley and other interns advocate for students in a variety of ways, including: 

• Academic advocacy: Supporting students with IEPs (Individualized Education Programs) by helping families navigate the process, sending appointment reminders, requesting translation services, and collaborating with the Committee on Special Education.
• School communication: Coordinating and advocating for parent-teacher conferences to ensure families stay engaged and informed.
• Extracurricular access: Helping families secure access to enrichment opportunities, such as a reduced-cost swimming scholarship that allowed two children—and their father—to participate in lessons.
• Health advocacy: Connecting students with physical and mental health providers to ensure they receive the care they need. 

SeArah emphasized how invaluable this added support is: “Without intern support, I’d only be able to give surface-level help. With their involvement, we’re able to make a stronger, more lasting impact.” 

NYSA and Mini-NYSA

Faith Murdock, a Youth Education Intern supporting Youth Education Supervisor Ui Jin Chong, was introduced to the ̽����ѡ at a career fair. With a background in education, she was eager to help refugee youth adjust to life in the U.S. and feel safe and supported. “My main goal was to build connections with the kids and make sure they had a healthy place to learn outside of a traditional school setting,” she shared. 

A key part of Faith’s role was helping to plan and run Mini-NYSA and NYSA, the ̽����ѡ in NY’s afterschool and summer programs that prepare refugee youth for success in public school. Her favorite experience so far has been organizing field trips for Mini-NYSA—often the students' favorite part—including a visit to the Natural History Museum. She also helped design daily themes and activity sheets.  

SeArah noted the value of having interns and volunteers participating in mini-NYSA.  

“The foundation of all our work is relationship building. The increased ratio to have balance between adults and kids provides more opportunities for connection and for students to learn." 

For Faith, the best part of her role is seeing how engaged the kids become throughout the program and seeing them make connections and friendships. “It's really cool to see kids helping with translation or translating to communicate with each other, want to include other kids in activities.” 

In the future, Faith hopes to go to law school. She explained that this experience has helped her become more interested in immigration law or education law as she has learned a lot about the very specific laws and regulations that affect these clients and how difficult it actually is to come here. 

Building Language and Confidence: The YESOL Program in Action

The Youth ESOL program (YESOL), launched just one year ago, has thrived thanks to the contributions of our dedicated interns. Their skills, ideas, and passion have been instrumental in shaping and expanding the program. 

Currently, the YESOL program is supported by two dedicated interns, Megan and Belle, along with additional support from youth program interns Abby and Kathryn, as well as tutors Miguel and Hamad. Their primary tasks include small group support during lessons, assisting with program development, helping administer pre-and post-assessments and collecting qualitative data over time to help refine the program. 

With a focus on small group work, interns help create a space where students can engage more deeply with the material, build confidence, and explore their strengths. By helping to personalize the curriculum and bring in regional or topic-specific expertise, they enrich the learning experience for students. 

Sierra Cazassa, YESOL’s lead teacher, shared, 

"It’s incredibly rewarding to see my interns and volunteers’ projects come to life. Watching the students engage with them—and stay after class to continue conversations—shows how meaningful the work we’re doing really is. Having diverse role models in the classroom is something our students truly appreciate." 

Interns and volunteers take the initiative to create and lead impactful programs. Belle, pursuing a Master’s in Social Work, developed mini-lessons on social-emotional learning to help students grow emotionally. She also runs a Ukrainian Support Group, offering social-emotional support and English language learning to newly arrived Ukrainian high school students. Megan, with her adult education background, launched the Parent ESOL program last fall and now works as a Youth Curriculum Design Specialist at the ̽����ѡ office in Elizabeth. 

Belle Capps, one of our standout interns, recently shared reflections on her experience and goals during her time with the ̽����ѡ in NY. 

When asked about a highlight of her internship so far, Belle pointed to a lesson she taught on comfort zones. “Teaching a lesson on comfort zones was a highlight for me. The kids’ questions about anxiety and their feelings, especially when we tied it to English learning, were really eye-opening,” she shared. 

Her favorite part of the internship has been learning from the kids themselves. “Each one has such a unique background, and they approach life in such different ways. It’s been a humbling and enriching experience to be part of their journey,” Belle said. 

Looking ahead, Belle is focused on a career in childhood counseling and development. “This internship has really helped me hone in on the populations I want to support,” she said. “It’s been an eye-opening experience and has given me a clear sense of direction.” 

Tutoring with Purpose: How Volunteers Support Refugee Youth

The Youth Tutoring Program is one of the ̽����ѡ in NY’s most robust and long-standing volunteer initiatives. This year alone, the program is supported by seven dedicated interns and nearly 40 volunteer youth tutors. Operating as a drop-in program, it is currently supporting over 70 students, with 10–15 attending each week. Tutors follow a set schedule and are assigned to specific sessions, allowing for consistency and stronger connections with students. 

Youth Education Specialist Claire Stevens leads the tutoring program and supervises all interns and volunteers involved. One of her interns, Abby, plays a key role in tutor coordination—helping with volunteer oversight, ensuring smooth communication, and supporting new tutors as they get oriented. Claire emphasizes that a key to the program’s success is fostering a sense of self-sufficiency and agency among volunteers. When onboarding interns, she uses a survey to help shape their responsibilities, aligning with their strengths and interests. 

“A lot of the ideas and activities we implement come directly from volunteers and interns,” Claire notes. One example is the English practice workshops—now a regular offering—originally suggested by an intern. Structural changes within the program are often based on tutor feedback, and Claire makes it a point to incorporate that input as quickly as possible. 

Each youth tutor has a different background and story to how they became engaged with the ̽����ѡ in NY. But they all have one thing in common – their commitment to helping refugee youth succeed and thrive in their new communities. Hear from six youth tutors about why they started volunteering, their favorite parts of their roles, and what they’ve learned about themselves and the world around them through this opportunity.  

Dennis Dias

Dennis is a special education public school teacher who began volunteering at the ̽����ѡ in NY in 2023. He was drawn to the ̽����ѡ due to his interest in international policy and education in emergencies. “I saw the Youth Education Program as a meaningful way to contribute my experience as a classroom teacher and career educator. As a special education teacher, I spend much time thinking about educational accessibility and how to adapt systems to meet students where they are.” 

During his weekly tutoring sessions, he provides academic support such as homework help, reading comprehension and support on writing assignments. However, he realized that the emotional space created during these sessions is just as important. 

Dennis explained that while working across cultures and languages can sometimes create communication barriers, it often results in memorable and hilarious cultural exchanges. “One memory that stands out is when we used ClassDojo to give youth points for positive behaviors. For whatever reason, the icon for “gratitude” was a garbage can. The sheer delight some youth took in giving each other “garbage can” points as a gesture of appreciation still makes me laugh.” 

Working with the ̽����ѡ youth population has pushed him to expand his understanding of language acquisition and inclusive curriculum. “I didn’t necessarily expect that volunteering at the ̽����ѡ would make me a better teacher, but in many ways, it has.”   

Erica Leong

Erica recently completed her 9th year as a youth tutor with the ̽����ѡ in NY.  As someone who works for the Department of Education, Erica has brought invaluable insight to the program and has seen it grow and evolve. She shared that this volunteer opportunity has complemented her professional life in meaningful ways. “This experience has really added to the administrative work I do day-to-day. It cemented the fact that I need interaction with students to feel fulfilled on top of the work I already do,” she explained. 

One of Erica’s most memorable recent experiences was working with a student who gradually began to open up—not just about academics, but about her personal goals and challenges. The student talked about navigating friendships, avoiding school drama, and her desire to create a better life for herself. Erica found herself offering not only academic help but emotional support as well, building a relationship rooted in trust and understanding. 

Reflecting on her time as a tutor, Erica emphasized the importance—and the challenge—of building meaningful connections. “Change can be hard for students. They’re often unsure of what to share or how to connect, and we don’t want to overstep by asking too much about their personal lives,” she said. Still, being a consistent, positive role model has been just as beneficial for her as it is for the students she supports.

Sara de la Hera Garbati

Sara’s journey with the ̽����ѡ began in the fall of 2017, after an inspiring experience overseas. While volunteering at a refugee camp in Athens, she noticed a team of ̽����ѡ volunteers on the ground. Around the same time, a friend hosted an event where she learned more about the organization’s mission and work. When she returned to the U.S., she was connected with the ̽����ѡ in New York and began volunteering as a youth tutor. 

Reflecting on her time with the program, she shared that every week brings a moment of pride. “There’s always something that makes me feel so proud of the kids I’m tutoring,” she said. “When they first arrive, they have very limited English, and to watch them improve every day—there’s such a sense of pride in being part of that process.”  

One of her most meaningful memories was supporting a student in his final year of high school as he applied to college. He eventually received a full-ride scholarship. “Being there with him when he found out was incredible,” she recalled. “In the end, he went off to school, and although we lost touch, I still think about that moment.” 

When she first started, she had no experience in education and doubted her ability to make a real difference. “I had never been in a teaching role before and wasn’t sure this was a space where I could contribute,” she admitted. But sticking with the role and seeing students improve—and even request her as their tutor—boosted her confidence. “It showed me that I can make an impact, even if I’m not a teacher.” 

Miguel Hurtado

Miguel, a Venezuelan American born and raised in Washington, D.C., was inspired to get involved with the ̽����ѡ after spending time in Venezuela and witnessing firsthand how many people were struggling. With strong family ties to the country, the experience hit close to home. “I wanted to do something with the luck that I’ve had,” he shared, “and use my familiarity to help people who are now going through so much.” 

As a youth tutor, Miguel’s goal has been to help refugee and immigrant students feel more confident and settled in their new environment—especially during a time of uncertainty and often negative news. “I want them to know there are people who will support them no matter what,” he said. 

One of his most memorable moments was working with students from Syria and China, as well as a group of three Venezuelan sisters. “It was so special to connect with them,” he recalled. “They were full of smiles and so positive, even after everything they had endured. Teaching them in Venezuelan Spanish made the experience incredibly personal—it really hit home.” 

His favorite part of tutoring is helping students come out of their shells. “Getting them to communicate, giving them affirmation and comfort—it’s about building their confidence and showing them a positive reflection of themselves.”  

Arlene Kuperberg

Arlene brings a strong academic background to her tutoring role, holding a B.S. in Mathematics and an MBA in Math Education. Because of this expertise, she is often assigned to help middle and high school students with their mathematics studies. 

When asked about the highlight of her internship, Arlene said it has been the opportunity to interact with a diverse group of young people she wouldn’t normally have the chance to meet. “It’s been really rewarding to connect with students from such different backgrounds,” she shared. 

Her favorite part of the role is seeing students open up during sessions. “I love it when a student shares something funny or meaningful about their life,” Arlene explained. However, she also faces challenges, particularly when trying to engage students who are distracted or in noisy environments. “It can be tough when a student is in a room with lots of background conversations,” she said, “but it makes the moments of focus and connection even more valuable.” 

Craig Feist

Craig began volunteering with the ̽����ѡ because he wanted to connect with the community and saw English tutoring as a great way to do so. His goals were to improve as a teacher and build cross-cultural fluency, and tutoring has allowed him to achieve both. 

Reflecting on his experience, Craig shared, “Teaching is an exercise in humility—you simply cannot know everything, but it often feels like you ought to.” When he first started tutoring, this feeling was overwhelming and discouraging at times. However, over time, it helped him become more resilient in all areas of life. He has become more comfortable operating in uncharted territory by extending to himself the same patience he offers his students. Through this, he has learned a great deal about teaching, other languages and cultures, and himself. 

Craig has continued volunteering and working with the ̽����ѡ over the past two years because of the unique community it fosters. “Finding a place where everyone is rooting for everyone else to succeed is rare,” he said, “and that, to me, is what the ̽����ѡ is all about. I count myself lucky to play a small part in that.” 

This summer, Craig will return to NYSA as a math teacher. In the fall, he'll begin law school. While he’s not yet sure what kind of lawyer he wants to be, he is confident that his experiences with the ̽����ѡ will help him provide effective counsel to people from all linguistic and cultural backgrounds. 

Thank you to our Volunteers and Interns!

As our youth programs continue to grow and evolve, we are grateful for the incredible contributions of our interns and volunteers. Their efforts are shaping not only the future of our program but also the futures of the young people they work with. When interviewing staff for this article, a common sentiment stood out: “It may sound cliché, but it’s true—we couldn’t do the work we do without our interns and volunteers.” 

Want to get involved?

The ̽����ѡ in NY is always looking for dedicated interns and volunteers to support our work. Visit and Rescue.org/Volunteer to search for our volunteer and internship opportunities. .  

Written by Development Coordinator Emma Young