When evaluating community programs, organizations and funding bodies require clear, measurable data to understand a project's true impact. The GrandPals program—an initiative that brings together elementary school students and older adults for weekly storytelling and conversation—recently underwent such an analysis. The GrandPals Year 3 Evaluation Report, officially dated December 8, 2025, provides a comprehensive look at the program's effects on both youth and seniors. During the 2022–2025 academic years, the program facilitated intergenerational connections across 15 organizations, uniting 1,083 students and 276 older adults across 48 classrooms and four libraries. For organizations considering implementing an intergenerational model or seeking data on its efficacy, this evaluation offers valuable, evidence-based insights.
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Evaluation
To ensure data integrity, the Year 3 evaluation was independently conducted by the Centre for Studies in Aging and Health. The evaluation utilized a mixed-methods approach. Quantitative data was collected via Likert-scale surveys and analyzed using Excel. Qualitative open-ended responses were processed through NVivo software for thematic coding. The methodology met high academic standards, in keeping with the Queen's University Health Sciences and Affiliated Teaching Hospitals Research Ethics Board.
Outcomes for GrandPals
A primary goal of the GrandPals program is to support healthy aging by fostering social engagement and self-esteem. The evaluation data indicates exceptionally high participant satisfaction:
- 97.64% of participating older adults ("GrandPals") enjoyed the program
- 96.85% would recommend the program to other older adults
- 96.15% of participants reported feeling that they have a lot to contribute as they age after completing the program
Qualitative findings revealed that GrandPals experienced a renewed sense of purpose. Sharing their life experiences and career lessons provided a structured opportunity for self-reflection and nostalgia. Furthermore, regular engagement with the students left seniors feeling significantly more hopeful about younger generations and the future.
For Students
For schools and youth organizations, the program aligns strongly with social-emotional learning (SEL) objectives. Teachers and facilitators observed development across several key domains:
Disrupting Ageism and Stereotypes
The program effectively challenges assumptions about aging. Teachers noted students were amazed to discover their older friends were active and relatable—marveling that they still travel, fish, and run marathons.
Interpersonal Skills
Teachers observed an overall increase in patience, compassion, and kindness among students. Students actively practiced maintaining eye contact, using their manners, and taking turns, which translated into sustained, respectful intergenerational conversations.
Intrapersonal Skills and Confidence
The supportive environment helped shy students find their social courage. In one notable example documented by a teacher, a nine-year-old girl who was almost non-verbal gained the confidence to sing a four-verse folk song a cappella for her group.
Commitment
An essential component of the evaluation was gathering constructive feedback to guide future program cycles. By systematically capturing participant input, the GrandPals program identified clear structural areas for growth. For example, participant feedback regarding time constraints and group sizes is being actively utilized to refine scheduling and group organization for upcoming sessions.
Summary
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Footnotes
[^1]: Demographic data indicated a highly diverse age range among senior participants, with the majority falling between 66–75 years old (41.2%) or over 80 (25.9%). [^2]: To strengthen the interpretation of the program's impact, evaluators tracked a matched cohort of 66 participants who completed both pre- and post-program surveys, allowing for a more accurate comparison of responses from the same participants at both time points.