Reflections on the Foster Grandparent Program in the United States: Benefits Across Generations

Given multiple positive impacts of classroom volunteering with children in one’s later years, it is important to explore older adult volunteers’ experiences in schools. Using a phenomenological qualitative approach, 30 in-depth interviews with older adult classroom volunteers in New York State (the Foster Grandparent Program in the AmeriCorps Seniors) were conducted. The qualitative data were analyzed using a thematic analysis revealing: (1) Intergenerational engagement benefits children and their teachers; (2) Older adult volunteers’ benefit from their social engagement in schools; and (3) Volunteers contribute ideas for enhancing the Foster Grandparent Program. The findings reveal that older adult classroom volunteering fosters multi-layered engagement: intergenerational engagement for children, older adults, and school professionals, as well as social engagement for older adults.