Spring 2026 Pilot · Complete
🍂 Fall 2026 Cohort · Complete
Bold Futures Academy

A resurgence
of hope
for a generation.

A young person can have potential and still struggle to see a way forward. We help students discover their strengths, build something real, and grow alongside people who believe in their ability to take the next step.

You decide what’s next. We’ll help you get there.

BFA students engaged in entrepreneurship workshop
70+Young People Reached
Across the Full Body of Work
50+Reached by BFA
Since Incorporation in March 2025
100%Of Surveyed UConn Students Said High School
Didn't Prepare Them to Think Entrepreneurially
· 2025 · n=7
9.25/10Average Likelihood to Recommend
LaunchLab · Fall 2026
The Challenge We See

Young people need a way forward.
And reason to believe it’s within reach.

The transition after school can expose gaps in guidance, hands-on experience, and support. The research shows how widespread some of those gaps are. Listening to students helps us understand how they show up in everyday decisions.

What the research shows

Three gaps at the transition to adulthood

8–29%01 · Choosing a path. Among high schoolers interested in each option, 29% felt very prepared for a paid job, 28% for a bachelor’s degree, 12% for an internship, 10% to start a business, and 8% for an apprenticeship.Gallup, Walton Family Foundation & Jobs for the Future · 2025
55%02 · Getting established at work. In a survey of U.S. entry-level hiring managers, 55% reported taking part in a decision to dismiss a recent college graduate in 2024.Intelligent.com / Pollfish · 1,000 managers surveyed
26%03 · Looking ahead with hope. Only 26% of U.S. adults ages 18–29 said they felt hopeful about America’s future in spring 2026, down from 55% in 2021.Harvard Youth Poll · Spring 2026

Read the research and sources.

What we hear from students

What readiness feels like up close

These questions reflect themes from student conversations, interviews, and mentorship at BFA.

Where do I fit? Students talk about trying to connect what they care about and what they’re good at to a direction they can picture themselves pursuing.
Can I actually do this? Trying something unfamiliar, from sharing an early idea to pitching it in front of others, can bring doubts about what they’re capable of into the open.
Who will walk with me? Students describe the difference it makes when someone takes their ideas seriously, gives honest feedback, and stays in their corner as they figure out what’s next.
Our Belief

Hope grows when students
see what they can do.

BFA builds future readiness through entrepreneurship education and mentorship. In LaunchLab, students learn to listen to people affected by a problem, weigh evidence, and test a solution. They practice deciding when AI can help, checking what it produces, and taking responsibility for their decisions.

Mentors help students make sense of what they learned about themselves while building. A student can leave with a clearer sense of their strengths, evidence of what they can do, and the confidence to use that judgment on a team, in a job, or in a venture of their own.

Our Response

How students build
readiness over time.

Our six-stage pathway shows how students can move from understanding their strengths to putting them to work and helping someone else do the same.

Stages 1–2 · Tool · Open to anyoneBold Futures NavigatorA self-assessment that helps students name their strengths, understand how they work, and choose stronger next steps.Stages 3–4 · Program · High schoolLaunchLabStudents build a venture of their own, test ideas, weigh evidence, and present what they are learning at Demo Day.Stage 5 · Work experience · CollegeCollege InternshipReal responsibility, real reflection, and the chance to deepen skills by contributing to meaningful work.
Stage 6Lead and Give BackAlumni and near-peer leaders return as mentors, facilitators, and contributors who strengthen the pathway for someone else.
Every stage · Longitudinal mentorshipIgniteMentorship, reflection, practical guidance, and relationship-based support that help students keep moving through transitions instead of getting stuck in them.
↻
Reflection is woven through the whole pathway.
Students learn to name what an experience taught them, keep the evidence, and choose a stronger next step. That is one of the ways readiness becomes durable and hope becomes believable.
How the Work Shows Up

Build in LaunchLab.
Keep growing with Ignite.

High School & College · Longitudinal Mentorship
Ignite
Ongoing guidance, reflection & transition support
A trusted mentor helps students understand their strengths, explore possible paths, prepare for decisions, and grow through real experiences. Ignite is designed to support high school and college students over time.

Mentorship shaped by each student’s interests and stage of life

Career and college exploration, interview preparation, and real-world decision-making

Reflection, accountability, and connections through important transitions

2023Relationship Began
30+Students Served
UConnWerth Institute
High School · Applications Open Year-Round
LaunchLab
Entrepreneurship · Ethical human-centered design
Our flagship entrepreneurship program. High school students investigate a problem, build and test a venture, and pitch it at Demo Day. Mentors help them turn feedback into better decisions and see how those skills carry into college, work, and entrepreneurship.

Virtual delivery · open nationwide · 10 seats per cohort

Noticing problems · live simulations · entrepreneur speakers · real tradeoffs

Human-centered design · ethical decision-making · real business planning

Every student works on their own individual venture from Week 1

10Seats
6 WksProgram
Gr.10–12Target
View Full Program Details →
BFA session, students working BFA session, group discussion BFA session, focused work BFA session, collaborative learning
2026 LaunchLab · Spring and Fall Complete

Entrepreneurship
in the Age of AI:
The Human Advantage.

Across the spring and fall 2026 cohorts, LaunchLab asked what it means to build and lead as a human in a world reshaped by AI. Seven ventures came out of the year. Student founders built and pitched their ideas at Demo Day.

LOOK BACK
Industrial revolutions, what changed, what didn't, what became more human
LOOK NOW
How AI is reshaping work, creativity, and human experience right now
LOOK
FORWARD
Real data forecasts, skills, industries, and the infrastructure ahead
AI SYSTEM FORECAST HUMAN ADVANTAGE PAST FUTURE
The Human Advantage
What AI cannot replace. We teach.
7
VENTURES FOUNDED IN 2026
9.25/10
WOULD RECOMMEND
6
SATURDAYS
Each Cohort Has Its Own Theme

This is not an AI program. It is a futures-oriented program. Each cohort gathers students around a specific lens and challenge. The theme evolves. The mission doesn't.

2027 LaunchLab · Industry-focused cohorts

Entrepreneurship
in the Age of AI:The Future of Work

In 2027, we plan to launch cohorts focused on industries such as technology, the skilled trades, healthcare, and education. Students will learn how an industry works, meet people doing the work, and examine what AI is changing. Then they’ll build ventures that address problems facing the industry or its customers and prepare to pitch their ideas to companies in the field.

Explore LaunchLab →

LaunchLab 2027 · Areas we’re exploring

Four industries, one future-of-work theme Technology, skilled trades, healthcare, and education surround a central Future of Work hub. TechnologySkilled trades HealthcareEducation FUTUREOF WORK
  1. Explore an industry
  2. Build a venture
  3. Pitch the solution
Community conversations

Roundtable Talks Conversations about Gen Z

We’re developing a recurring conversation series that brings students, educators, employers, and community members together around questions facing Gen Z. We’ll start with topics like workforce readiness and explore a podcast-style format so more people can hear what young people and the people working alongside them have to say.

Connect with us →
Ten seats around one table A round table with ten seats. Three seats are young people, three are employers, two are educators, and two are parents or family members. one honest question Young person Employer Parent or family member Young person Educator Employer Young person Parent or family member Educator Employer
Young people Employers Educators Parents and family
90Minutes
10Seats
4Perspectives

Help raise $7,000 by December 31

Your gift supports the spring and fall 2027 LaunchLab cohorts. It helps run the program, recognize students’ work, and fund a microgrant so a young founder can take their idea further.

Donate →
The Resurgence of Hope Giving Tuesday graphic for December 1, 2026, featuring a student pitching at a Bold Futures Academy workshop.
Student Voice

What students say it changed.

Richard came to LaunchLab with an idea for a device that could warn student athletes about heat and exhaustion. His mentor asked whether one warning threshold could work for everyone. That question led him to design around each athlete’s own baseline and build a prototype. Read Richard’s story →

Values + Inspiration · Ignite

"Working with Ruth honestly felt so natural. I loved how our values aligned and how easy it was to brainstorm with her. I always left our chats feeling inspired and encouraged and I'm so grateful for everything she shared with me."

Ignite Alum

Idea to Reality · LaunchLab

"LaunchLab gave me the chance to turn an idea into something real."

Anonymous Founder, Spring 2026

Confidence + Growth · Ignite

"Ruth's entrepreneurial spirit was inspiring. Learning about her startup journey encouraged me to embrace my own entrepreneurial ideas, sparking newfound confidence. Her encouragement empowered me to overcome my hesitations and pursue new ventures."

Ignite Alum

Purpose · LaunchLab

"Before LaunchLab, I thought entrepreneurship was strictly building a business. Now I think entrepreneurship is building an idea with purpose to help other people."

Anonymous Founder, Spring 2026

Ideation to Execution · Ignite

"From our very first meeting, she was intentional, kind, and genuinely cared about helping me grow. She supported me through every stage of my project, starting with ideation."

Ignite Alum

Real Experience · LaunchLab

"It gives students real hands-on experience building a venture, not just learning about entrepreneurship in a classroom. You meet amazing people, gain confidence, and leave with skills you can use in any future career."

Anonymous Founder, Spring 2026

Mentorship + Career · Ignite

"Her guidance set me on the right path for my final two years of undergraduate studies and played a key role in helping me secure internships during that time and build meaningful relationships."

Ignite Alum

A new possibility · LaunchLab

“Before LaunchLab, I thought entrepreneurship was intimidating and a lot of work. Now I think it is accessible for everyone and anyone.”

Fall LaunchLab founder

A future I can picture · LaunchLab

“Entrepreneurship was not for me. Now I think entrepreneurship is something I could see myself doing.”

Fall LaunchLab founder

Confidence to lead · LaunchLab

“I'm walking out of this program more confident in my ability to be a leader.”

Fall LaunchLab founder

Feedback changed my thinking · LaunchLab

“I realize that I love feedback... my perspective doesn't cover everything.”

Fall LaunchLab founder

The ripple effect · LaunchLab

“One little action could change somebody's whole life. And it's not only just one person, it could change a whole generation.”

Fall LaunchLab founder

Some of those students come back to lead. Maleekha Fong met us as a college student unsure her ideas were worth pursuing, interned with BFA, and co-facilitated LaunchLab in fall 2026.

Read student stories Explore the BFA Blog
What We’re Learning

We listen.
Then we redesign.

Our early evidence matters most when it changes what we do next. Across mentoring, workshops, internships, student interviews, and LaunchLab, we keep asking the same question: what did young people experience, what did it reveal, and what should we change because of it?

Listening

Students need help interpreting themselves and their options, not simply more options.

Real experience

Ownership reveals capability, and also where stronger scaffolding is needed.

Iteration

When evidence exposes a gap, the next design should change.

The full Impact & Learning page follows the evidence source by source, from UConn and college-student interviews to Hartford, our summer internship, and LaunchLab, and shows what each one changed.

See what we’re learning →
Support Our Work

Help hope become something real.

Hope often begins with someone who listens, a mentor who stays, or the chance to do work that matters. Through The Resurgence of Hope, you can help make the spring and fall 2027 LaunchLab cohorts possible. Your gift helps students build and pitch their ideas with mentor guidance and helps fund a microgrant to carry a student venture forward.

Give to Restore Hope ↗ See Our Impact →

501(c)(3) · EIN: 33-3751028 · All contributions tax-deductible

Get Involved

There's a place for you
in this mission.

Student, school, mentor, partner, or funder. Find the seat that fits you.

Our Programs

One mission.
Many paths forward.

LaunchLab is our flagship entrepreneurship program. Students build ventures and practice skills they can use across industries, on teams, or in businesses of their own. Ignite extends that learning through ongoing mentorship, and our workshops bring focused practice to schools, universities, and youth-serving partners.

Program · Grades 10–12

LaunchLab

Six weeks. One idea. One real plan.

Ten seats per cohort, and every student builds their own venture, not a team project and not a hypothetical. From Week 1, it is your actual idea. You finish with a business plan, a tested prototype, a pitch deck, and a Demo Day pitch in front of real mentors. Cohorts run a few times a year and the application stays open between them, so you can apply whenever you are ready and we will be in touch as soon as the next dates are set.

Students working on LaunchLab assignments
Week 1
Entrepreneurial Mindset
Week 2
Empathy & Human-Centered Design
Week 3
Ideation & Business Model
Week 4
Teamwork & Ethics
Week 5
Prototyping, Testing & Trust
Week 6
Demo Day
LaunchLab Curriculum

What makes this program
genuinely different.

Most high school entrepreneurship programs cover the basics. LaunchLab follows one learning arc: notice a real problem, understand the people it affects, generate and judge possibilities, lead through tradeoffs that cost something, build and test, then reflect and make the case out loud. It is the same developmental model behind everything we run, pointed at building a venture.

Observe & Inquire
The Job Is To Notice

Students learn to look closely at the world in front of them, ask sharper questions, and commit to a real problem before reaching for a solution or a tool.

Human Need
Empathy Before Ideas

Students talk to and observe the people a problem actually affects, so what they build answers a real need instead of an assumption they never checked.

Possibility
Generate, Then Judge

Students practice producing far more possibilities than they need, then judging them honestly against evidence, constraints, and who would be affected. Working entrepreneurs join live, failures and pivots included.

Judgment Under Pressure
Decisions That Cost Something

Blind case studies and live simulations where every option carries a real cost. Students make the call, defend it, then compare their thinking to how a founder actually handled the same problem.

Build & Test
Put It In Front Of Someone

Students prototype, test with real people, and revise based on what the test actually said rather than what they hoped it would. AI sits inside their judgment, never in place of it.

Reflect & Communicate
Name It, Then Make The Case

Students put words to what each week taught them, build evidence of what they can do, and pitch it at Demo Day to mentors who answer honestly. Every major choice along the way is examined through an ethical lens.

Proof · LaunchLab Spring 2026

The inaugural cohort,
and what they built.

Our first founders took problems they cared about, from stroke triage to surplus-food donations to bullying, and turned them into ventures they pitched live at Demo Day.

The Spring 2026 LaunchLab cohort, mentors, and facilitators in a live session
The Spring 2026 cohort, mentors, and facilitators in a live Saturday session.
NeuroGuard student prototype, an AI safety layer for stroke triage
NeuroGuard · An AI safety net for stroke triage. Full Demo Day pitch, delivered with this working prototype.
Bridge AI student prototype, a crop donation tax documentation platform
Bridge AI · Tax documentation for surplus farm donations. Three evidence-driven pivots in five weeks, pitched at Demo Day.
Third Venture

Asian Student
Awareness

Reducing bullying through structured cross-cultural learning. Built from the founder's own childhood experience and carried all the way to a Demo Day pitch.

LaunchLab Demo Day with mentor panelists and student founders
Demo Day · Pitches delivered live to volunteer mentor panelists, with structured peer feedback.

“Before LaunchLab, I thought entrepreneurship was strictly building a business. Now I think entrepreneurship is building an idea with purpose to help other people.”

Anonymous Founder, Spring 2026

Read the Full Impact Report →
High School + College

Ignite · Longitudinal Mentorship

College Mentorship & Transition Support

Ignite grows out of BFA’s mentoring relationships. We are developing ongoing mentorship for high school and college students, connecting self-understanding, career exploration, honest feedback and next steps. Workshops, Roundtables and guest voices can strengthen those relationships. Participation and timing will depend on available mentors and partner capacity.

Impact to Date
30+Students served
2023Relationship began
4Ways we support
BFA college mentoring and readiness support
01Venture Mentorship

Build, test, or strengthen a business idea with 1:1 support.

02College Navigation

Make stronger decisions about relationships, opportunities, and the college experience.

03Career Transition

Prepare for interviews, professional communication, internships, and life after college.

04Workshops + Talks

Get practical feedback and guidance through entrepreneurship workshops and focused readiness experiences.

BFA programs session BFA programs session BFA programs session BFA programs session
Workshops with Partners

Workshops that help students put learning into practice.

Through workshops with partners including UConn and Hartford Youth Scholars, BFA helps young people tell their stories, explore entrepreneurship, practice pitching, and receive feedback they can use immediately.

01Pitching

Students pitch an idea, or themselves, to a live room and get feedback they can use right away.

02Storytelling + Personal Branding

Students map their experiences, write accomplishment statements, and learn that their story is worth telling.

03Entrepreneurship Talks + Pitch Review

Guest sessions and feedback for students building ideas, delivered with partners such as UConn’s Werth Institute.

A workshop is often a student’s first experience of BFA. Students who want to keep going can take the Navigator, apply to LaunchLab, or continue through Ignite mentorship.

Scholars working through the Experience Inventory sprint at the Hartford Youth Scholars workshop
A Bold Futures Academy facilitator leading the personal branding session at Central Connecticut State University
Three scholars drafting their accomplishment statements
A scholar delivering his mini pitch to the room
One to one coaching between a facilitator and a scholar
Two scholars practicing their pitches with feedback
A scholar reading his pitch while facilitators listen
The room listening during the feedback round

Personal Branding Workshop with Hartford Youth Scholars at Central Connecticut State University.

In practice · Hartford Youth Scholars · July 2026

Hartford Youth Scholars invited BFA to run a personal branding workshop for its scholars. At Central Connecticut State University we ran sixty minutes on the Know Yourself capability: scholars from eight Connecticut schools mapped their experiences, wrote accomplishment statements, and pitched themselves out loud with live feedback. One session, eight scholars, reported exactly as it happened. It also raised a larger design question for BFA: whether some readiness needs require more sustained support than a single session can provide.

3.5→4.1

confidence describing themselves, out of 5

4.1/5

would recommend it to a friend

1 hour

from arrival to pitching themselves out loud

"My experiences can be small, they don't have to be big."

12TH GRADER · HARTFORD YOUTH SCHOLARS WORKSHOP

Bring a workshop to your students →

Ready to get involved
in a BFA program?

Students, schools, mentors, and partners are all welcome. Find your place in our mission.

Apply Now Partners
Leadership & Community

The people behind
Bold Futures.

Different backgrounds. One goal: helping young people build the judgment, capabilities, relationships, and experience to navigate what comes next.

Founder & Executive Director
RG

Ruth Gay

Founder & Executive Director

Ruth Gay is the Founder and Executive Director of Bold Futures Academy, where she leads the organization's vision and designs programs that help young people understand themselves, practice the capabilities every path requires, and learn from real experience. Trained in math, statistics, and economics, with years of corporate experience across operations, process improvement, IT, and project management, and firsthand experience building her own startup, Fairy, Ruth brings analytical rigor, program design, and lived entrepreneurial experience to the work.

Through mentoring students in workshops, one-on-one settings, and university-connected programs, she has seen how much potential young people already carry, and is passionate about creating the kind of environment that helps draw it out.

Math, Stats & Economics Startup Founder · Fairy ↗ Youth Readiness & Mentoring UConn Werth Institute
Ruth Gay, Founder and Executive Director of Bold Futures Academy BFA session
Governance

Board of Directors

BFA's Board brings expertise across education, finance, community engagement, marketing, and entrepreneurship, with 4 standing committees overseeing governance, program quality, finance, and marketing & outreach.

RG
Ruth Gay
Board President
Founder of Bold Futures Academy. Trained in math, statistics, and economics, with corporate experience across operations, IT, and process improvement, plus firsthand startup experience building Fairy.
DD
Donald Dea
Board Chair
Co-founder of Fusion Productions. Expertise in strategic planning and nonprofit governance.
AP
Arlene Powers
Board Secretary
Attorney with experience in executive leadership and organizational governance.
JH
Jessica Haberer
Board Treasurer
Finance professional with a background in grant management and nonprofit finance.
MS
Mohammad Sarhan
Educational Specialist
Curriculum developer and educator with experience in experiential youth programs.
RS
Raj Shankaran
Corporate Partner Liaison
Retail Merchandising, Innovation and Strategic Partnerships.
CH
Christopher Hendricks
Community Advocate
Community development specialist with strong ties to local youth networks.
MY
Mercy Yalartai
Advisory Board
Community advocate who builds relationships with nonprofits doing similar work and fosters collaboration between them and BFA, alongside school outreach and partnerships.
KL
Kevin Lederer
Entrepreneurial Advisor
Executive and entrepreneur with experience in venture growth, cybersecurity, and corporate strategy.
SR
Sade Reese
Marketing Leader
Marketing leader blending creative vision with financial modeling and operational analysis to sharpen GTM strategies.
BT
Brianna Thomas
Fundraising Strategist
Brianna brings a strong background in fundraising paired with deep working knowledge of BFA's program from the inside. She leads BFA's donor development and grant strategy.
Board Committees

Four standing committees.

Executive Committee

Overall governance, leadership direction & organizational strategy

Development Committee

Fundraising, grants, donor engagement & financial sustainability

Marketing & Outreach

Brand, partnerships & recruitment

Program Committee

Curriculum quality, student experience & program evaluation

Program Team & Volunteers

The people helping deliver the work.

BFA is powered by a working board, facilitators, mentors, interns, and project-based volunteers who help deliver programs and build the organization.

BT
Brianna Thomas
Co-Facilitator & Mentor · LaunchLab Fall 2026
MM
Mike Meulstee
Marketing & Design
AK
Anoushka Kunder
Co-Facilitator & Mentor · LaunchLab Fall 2026
MF
Maleekha Fong
Co-Facilitator & Mentor · LaunchLab Fall 2026
SN
Suraj Nellore
Co-Facilitator & Mentor · LaunchLab Fall 2026
Summer 2026 Intern Team

The Summer 2026 interns.

Eight interns carry real organizational deliverables from June through August, across operations, communications, partnerships, and program development.

PS
Pranav Singh
Org Operations & Process
MF
Maleekha Fong
Org-Wide Communications
NL
Natalie Ly
LaunchLab · Operations & Strategy
EH
Esther Himmelfarb
LaunchLab · Program & Curriculum
PR
Paige Rovnak
LaunchLab · Communications & Marketing
PH
Princesse Ashley Hyppolite
Strategic Partnerships · Operations
MG
Megan Gong
Strategic Partnerships · Program Development
NC
Natayja Collins
Strategic Partnerships · Communications

Want to join the BFA team?

We welcome mentors, guest speakers, facilitators, opportunity connectors, researchers, and people who want to lend a professional skill. Reach out, there's a role for you here.

Get Involved → Contact Us
Give Today

Help rebuild hope, one opportunity at a time.

Every gift lays another brick in the work of restoring hope for a generation. In LaunchLab, students build ventures with mentors beside them and gain firsthand experience of what they can do. Your gift helps more students carry that confidence into college, work, and ventures of their own.

Donate Securely on Givebutter ↗

One-time or monthly giving. You choose the amount.

The Resurgence of Hope

You can help a young person see what is possible.

Our Giving Tuesday and year-end campaign aims to raise $7,000 by December 31 to support the spring and fall 2027 LaunchLab cohorts. Your gift helps cover program delivery, recognize students’ work, and fund a microgrant that helps a student entrepreneur take their venture idea further.

Spring 2026 LaunchLab students, mentors, and facilitators meeting online in a live Saturday session
The spring 2026 LaunchLab cohort in a live Saturday session with mentors and facilitators.
Impact of Your Gift

Where your donation goes.

BFA runs lean by design: virtual delivery, a volunteer mentor model, and a working board keep overhead small. Program delivery is our largest budget category, and the rest covers the operations, evaluation, and outreach that keep cohorts running and let us prove what works.

Curriculum & Program Delivery

Develop the curriculum, tools, materials, and facilitation that help students practice future-ready skills.

Student Micro-Grants

Give students small grants to keep testing, prototyping, and developing promising ideas beyond a cohort.

Mentors & Guest Professionals

Recruit, coordinate, and support mentors, speakers, industry reviewers, and real-world learning experiences.

Access & Operations

Recruit students and maintain the software, administration, and follow-up needed to deliver reliable programs.

Operations & Evaluation

Bookkeeping, platforms, and the evaluation infrastructure that turns each cohort into evidence for the next. Books are reconciled monthly, and financial statements are available to funders on request.

For Funders and Partners

See what we have learned and the young people behind the work. Read the complete record of what BFA has built, who we have served, and what the students made.

Impact Report (PDF) →
Monthly Giving

Make your impact last all year.

Monthly giving creates the predictable funding BFA needs to plan for future cohorts, hire facilitators, and reach more students. Starting at just $10/month, you can sustain the mission year-round, and cancel anytime.

  • ✓ Cancel anytime, no commitment lock-in
  • ✓ 501(c)(3) tax-deductible, annual receipt provided
  • ✓ Monthly donors are recognized in our annual report
Start Monthly Giving →
Choose a way to contribute

Every gift is a brick in the rebuilding.

These amounts are examples of what your generosity helps sustain, not fixed prices for individual student outcomes.

Give any amount or make it monthly ↗

Tax & Legal

Tax Information

Bold Futures Academy is a 501(c)(3) Nonprofit Organization (EIN: 33-3751028). All contributions are tax-deductible to the fullest extent allowed by law. Donors giving $250 or more will automatically receive a receipt for tax purposes.

Privacy

Your Privacy Matters

We never sell or share donor information. Your privacy is our priority. Donor information is used solely for acknowledgment and reporting purposes.

Mailing Address

Send a Check

Bold Futures Academy Foundation
153 Turner Road
Rockland, MA 02370

Checks payable to Bold Futures Academy Foundation.

Every Dollar Counts

Every gift helps a young person get ready for what comes next.

Join us in preparing a generation for whatever path they choose.

Donate Now →
Get In Touch

Contact
Bold Futures.

Have questions about our programs? Interested in partnering? Want to mentor the next generation? We'd love to hear from you.

Send Us a Message

BFA session
Email

admin@boldfuturesacademy.org

Website

boldfuturesacademy.org

Mailing Address

Bold Futures Academy Foundation
153 Turner Road · Rockland, MA 02370
EIN: 33-3751028

Ways to Connect

Find your place in our mission.

Students

Apply to LaunchLab or Ignite, or start with the Bold Futures Navigator, a starting map rather than a verdict.

Schools

Explore future-readiness support, LaunchLab, or additional developmental experiences for your students. Depending on the partnership, we can contribute facilitation, tools, practice, reflection, and follow-through.

Mentors & Professionals

Mentor, guest speak, offer a career conversation, review student work, or help open an opportunity.

Partners & Donors

Share a resource, open an opportunity, collaborate on research, sponsor a program, or fund the mission.

About BFA

Preparing young people
for their futures.

BFA grew from mentoring relationships that exposed a larger readiness gap. Our story explains where we came from; our approach explains what that experience taught us about helping young people move forward.

Start With the Navigator → Explore Our Programs →
Why We Started

It started with a handful
of college students.

In 2023, our founder Ruth Gay started mentoring college students through UConn’s Werth Institute. No program, no plan. One person and a handful of students, meeting because they asked.

The same thing kept surfacing, and it was never anything missing in the students. They were sharp and driven. The help had simply reached them late. They were already choosing a major, a job, a direction, and nobody had walked them through what they were good at until the choices were well underway.

We saw that gap first through entrepreneurship, because that is where we were working. It turned out to be wider than that. So we started earlier, and built for every path rather than one.

2023

One mentor, a handful of UConn students. No organization yet.

2025

Bold Futures Academy becomes a 501(c)(3), built on work that started before the name did.

Today

More than seventy young people reached. One former mentee came back as an intern and now helps lead our high school program.

BFA session
BFA session
BFA session
BFA session
Students participating in a Bold Futures Academy learning session
Young people participating in a Bold Futures Academy workshop
A Bold Futures Academy facilitator leading a future-readiness workshop
A scholar delivering his mini pitch at the Hartford Youth Scholars workshop
One to one coaching at the Hartford Youth Scholars workshop
Scholars working during a Bold Futures Academy workshop
70+
Young People Reached
Founded 2025
What the work taught us

Readiness has to start earlier.
And keep moving.

The students we mentored did not need somebody to decide their futures for them. They needed time to understand themselves, explore before committing, practice in real conditions, make sense of what happened, and use that evidence to choose what came next.

That changed the question BFA was asking. Instead of “Which program should we offer next?” we began asking, “What kind of growth does a young person need next, and what experience, relationship, tool, or opportunity can help them practice it?” The six-stage pathway below is the structure that grew from that shift.

Our Mission

To help young people understand themselves, build the capabilities every path requires, and learn from real experience so they can navigate what comes next with clarity and readiness.

Our Vision

A generation whose work fits their talents, whose judgment holds up under pressure, and who know how to keep learning, adapting, contributing, and opening doors for others.

The six-stage pathway

Not a ladder.
A living route.

This is the developmental pattern that grew out of the story above. The stages describe kinds of growth, not ranks, and students can revisit them as their lives and questions change.

01

Understand Self

Name strengths, interests, values, experiences, working preferences, and questions worth testing.

Starting point: a clearer self-profile
02

Explore and Prepare

Explore directions and practice communication, teamwork, self-management, help-seeking, money, and opportunity navigation.

Next: an exploration and preparation plan
03

Build and Solve

Use inquiry, judgment, ethics, collaboration, prototyping, feedback, and responsible AI use on real work.

Evidence: artifacts and observed capability
04

Discern and Position

Compare paths, weigh tradeoffs, advocate for yourself, prepare applications, and make decisions using evidence.

Next: a documented decision and action
05

Work and Deepen

Take on real responsibility, adapt, deepen skills, build credibility and relationships, or deliberately change direction.

Evidence: work, feedback, and references
06

Lead and Give Back

Mentor, facilitate, create opportunity, mobilize relationships, and help someone else move forward.

Evidence: contribution and leadership

Where BFA shows up: the Bold Futures Navigator for stages 1–2, LaunchLab for stages 3–4, our College Internship for stage 5, and alumni who return as mentors and co-facilitators for stage 6. Ignite mentorship runs through every stage.

From experience to direction

Prepare. Experience.
Reflect. Move.

BFA does not need to own every course, credential, internship, or opportunity. We help students prepare for the right experience, use it well, make sense of it afterward, preserve evidence, and choose a stronger next step. Partners extend the pathway with expertise and opportunities they already provide well.

1PrepareWhat is this experience for?
2ExperienceWhat happened in real conditions?
3ReflectWhat changed or became clearer?
4Use evidenceWhat can you show or explain?
5Take the next stepWhat will you do now?
In an AI-shaped future

Understand. Use.
Verify. Own.

Understand

Know the problem, context, and work before reaching for a tool.

Use

Choose assistance deliberately rather than treating output as an answer.

Verify

Check claims, evidence, fit, bias, and quality.

Own

Explain the result, disclose material AI assistance, defend the reasoning, and remain accountable for the final work.

What holds the pathway together

The beliefs behind
how we walk with students.

Across every stage, these beliefs shape how BFA works with a young person and how we decide what support belongs next.

Start With The Person

Understand before you prescribe.

The Navigator is a starting map, not a verdict. We build from the student’s strengths, values, experiences, questions, and what they learn about themselves over time.

Practice Before The Stakes Rise

Readiness is built by doing.

Students practice hard conversations, teamwork, judgment, building, pitching, feedback, and problem-solving before the consequence is a grade, a job, or a major life decision.

Relationships Expand Possibility

Young people need real people, too.

Mentors, professionals, peers, and partners help students ask better questions, see paths they may not know exist, and turn information into relationships and next steps.

Judgment + Integrity

Skills matter. So does how you use them.

We want young people who can make sound decisions when information is thin, people disagree, and doing the right thing costs something.

Ruth Gay, Founder and Executive Director of Bold Futures Academy
Ruth Gay
Founder & Executive Director

Trained in math, statistics, and economics. Years of corporate experience across operations, IT, and process improvement, including work as a scrum master and project manager.

A Note From Our Founder

Giving back what
I was given.

"Bold Futures Academy began as an act of faith. Every time technology leaps, the people without the new skills get left behind. I was not willing to watch that happen to a generation I believe in.

This is also me giving something back. I would not have built a corporate career, or started ventures of my own, without people who spoke into my life at every stage. They gave me room to try, to get it wrong, and to keep going. That is why relationships and mentorship are intentionally built into how we work.

What I want for these students is simple. Know what you are worth and say it out loud. See the root of a hard problem instead of the symptom. Speak for yourself and your generation in any room you walk into. Be led by your ethics, not only by what pays. And know that whatever you build, somebody is behind you."

Start where you are.
Then build forward.

The Navigator is BFA's front door for self-understanding. Programs, mentoring, workshops, and partnerships give students places to test what they learn in the real world.

Take the Navigator → Explore Programs
Applications

Apply to
Bold Futures Academy.

You do not need your future figured out before you begin. Start with the Bold Futures Navigator to put language to how you work, what you bring, and what may be worth exploring. If you apply to LaunchLab or Ignite, we use that starting point alongside conversation to understand you better.

Required for every application

Start with the Bold Futures Navigator

Before applying to LaunchLab or Ignite, take the Bold Futures Navigator. It takes about fifteen minutes and gives you a starting map of your strengths, working preferences, interests, and possible next experiments. There are no wrong answers. We read the results alongside what you tell us, because an assessment is a starting point, not the full story.

Take the Navigator →

Before you submit: please take the Bold Futures Navigator. It is part of this application and takes about fifteen minutes.

LaunchLab · High School

Ready to build something real?

LaunchLab is a 6-week virtual entrepreneurship program for students in Grades 10–12. There are no right answers in this application, we are looking for authenticity, curiosity, and effort.

Eligibility
Grades 10–12
Seats
10 per cohort
Format
Virtual · Saturdays
Time
~15 min to complete
What Happens After You Apply
1

We review applications on a rolling basis and follow up by email

2

Every applicant is invited to a short info session before the cohort begins, to learn about LaunchLab and ask questions. Parents and guardians are welcome

3

Cohort dates, the application deadline, and the decision date are emailed to everyone who applies once the next cohort is set. The program runs six Saturdays, and orientation is the week before it begins

LaunchLab Pilot Application

Grades 10–12 · 10 seats per cohort · Applications reviewed on a rolling basis

Having trouble with the form above? Open it in a new tab instead →

Frequently Asked Questions

Got questions? We've got answers.

Do I need prior business experience to apply?

Not at all. Neither LaunchLab nor Ignite expects any prior business experience, and both are designed for students at all starting points. We are looking for curiosity, effort, and a genuine interest in learning, not a business background.

Is the program really virtual?

Yes. LaunchLab is delivered entirely online, every Saturday. This means students from anywhere in the country can participate, all you need is a computer and a good internet connection.

What is the time commitment?

The program runs 6 weeks, with sessions on Saturdays from 11:30 AM to 3:00 PM EST. Students should also expect some light work between sessions as they develop their venture concept.

Is there a cost to participate?

BFA programs are free to participating students. Partner fees, sponsorships, and philanthropic support cover the cost of delivery, so cost is never a reason a student cannot take part.

When will I hear back after applying?

We review applications on a rolling basis and follow up by email. Once the next cohort is set, we email the six Saturdays, the application deadline, and the decision date to everyone who has applied. Every applicant is invited to a short info session before the cohort begins, and parents and guardians are welcome.

Who can join Ignite?

Ignite is open to high school and college students across the BFA network, including LaunchLab alumni, workshop participants, and students referred by partners. You do not need to attend UConn. BFA’s relationship with UConn’s Peter J. Werth Institute began through alumni mentoring in 2023 and was formalized as a partnership in 2025, and it remains a core way we deliver Ignite. Availability depends on mentor capacity.

What is the difference between LaunchLab and Ignite?

LaunchLab is our six-week entrepreneurship program for high school students in grades 10 through 12, where each student builds a venture and pitches it at Demo Day. Ignite is our long-term mentorship program for high school and college students. Students may come for venture mentorship, school and college navigation, career preparation, or support through a transition, and the relationship continues after any single program ends.

How does BFA help students build future readiness?

Future readiness is woven across BFA’s programs and partnerships rather than limited to one standalone series. Depending on how a student connects with us, that may include the Bold Futures Navigator, mentoring, career and pathway exploration, communication and interview preparation, entrepreneurship and problem-solving, workplace readiness, reflection, or conversations about navigating an AI-shaped future. We are also expanding ways to bring this work into schools, nonprofits, colleges, internships, and other youth-serving programs.

Do I have to take the Bold Futures Navigator?

Yes, for both LaunchLab and Ignite. It is a short assessment, about fifteen minutes, that helps you name your strengths and how you work best. We read it alongside your application, and the results are yours to keep either way.

What if I have more questions?

We are happy to help. Reach out to us at admin@boldfuturesacademy.org and we will get back to you.

Partner With Us

Build readiness into
what you already do well.

Bold Futures Academy works with schools, colleges, nonprofits, and companies that already serve young people. We add the readiness, reflection, relationships, or applied-learning layer that helps an experience become useful beyond the moment.

Choose your starting point

Different organizations.
Different ways to begin.

Start with the young people you serve and the gap you are trying to close. We will help identify the right route rather than force every partner into the same product.

High Schools & Districts

Bring readiness into
the student experience.

Strengthen advisory, enrichment, after-school programming, internships, college-and-career exploration, or another transition point, or bring LaunchLab to students interested in entrepreneurship.

Strengthen what already exists

Add workshops, reflection, communication practice, exploration, or the Navigator around an existing student experience.

Bring LaunchLab to students

Offer a six-week entrepreneurship experience where students build, test, and pitch something of their own.

Talk with us about your students →
A student practicing a presentation during a BFA workshop
Colleges & Universities

Help students use
opportunity well.

Career centers, entrepreneurship centers, and student-success teams already connect students to opportunity. BFA can add interpretation, practice, reflection, and relationship support around those opportunities.

Professional readiness + reflection

Support internships, communication, self-advocacy, teamwork, judgment, and transitions into work.

Mentorship + transition support

Create structured check-ins that help students interpret what they are learning and decide what comes next.

Explore a college partnership →
Students participating in a BFA college learning session
Youth-Serving Nonprofits

Add a developmental layer
without rebuilding your program.

BFA can complement an existing youth program with readiness workshops, reflection, mentoring, opportunity navigation, or a shared learning question, while your organization keeps doing the work it already does best.

Readiness inside your program

Explore targeted readiness support, such as a focused session, reflection layer, or a sustained sequence we design and test together, to strengthen communication, self-understanding, decision-making, and transition skills.

Referral + opportunity exchange

Connect young people to the right BFA opportunity, or help extend the pathway with services and experiences you already provide well.

Talk with us about your program →
Young people participating in a facilitated BFA workshop
Corporate Partners

There is more than one way
to open a door.

Companies can start with the role that fits their people, capacity, and goals. A partnership does not need to begin with a large sponsorship or a custom program.

Young people and facilitators gathered around a table in a Bold Futures Academy learning session
01 · Sponsor

Fund access to a real experience.

Underwrite student seats, a cohort, a bounded workshop sequence, or another clearly defined opportunity.

02 · Share expertise

Put your people in the room.

Invite employees to mentor students, present on an industry topic, or share what their work looks like in an informational interview. Invite senior leaders to review student venture pitches and give feedback at Demo Day.

03 · Strengthen internships

Add the readiness layer around real work.

Support communication, feedback, self-advocacy, reflection, professional judgment, and translating an internship into evidence.

04 · Bring a real problem

Let students learn against something real.

Explore a bounded challenge, paid project, site visit, job shadow, or another authentic work-connected experience.

Other ways to work together

Extend the pathway.
Share what you already do well.

Opportunity partner

Offer career exposure, technical training, certifications, site visits, projects, financial education, or another experience students can prepare for and learn from.

Research + learning partner

Strengthen methods, qualitative research, longitudinal follow-up, or shared questions about how young people make future decisions.

Host an experience

Offer a room for a workshop, Demo Day, career conversation, Roundtable, or another student-facing event.

Refer young people

Connect a student to the Navigator, LaunchLab, mentorship, a workshop, or another opportunity when it fits their next step.

Not sure which route
fits your organization?

Tell us the young people you serve and the problem you are trying to solve. We will tell you honestly whether BFA is the right partner.

Contact us → See our programs
Research & Problem Definition

How we came to see
the readiness problem.

BFA did not begin with a finished answer. We studied the broader youth-readiness landscape, listened to young people, tested programs and mentoring relationships, and compared what we were seeing with external research. This page shows the line of reasoning that shaped our current problem definition.

Our national sources are independent research. BFA program findings are early, local, and sometimes based on small samples. We use them to improve the next test, not to claim more than the evidence can support.

The question changed as we learned

We started by asking what young people need.
We ended up asking what helps readiness convert into opportunity.

Early BFA work focused on entrepreneurship, mentoring, confidence, and practical skills. By 2026, a broader ecosystem scan forced a harder question: if assessments, workshops, programs, information, and opportunities already exist, why do so many young people still feel underprepared at major transitions?

01What skills and experiences help young people feel more ready?
02Where is the youth-readiness ecosystem already strong, and where does it still break?
03What happens after a workshop, program, internship, or mentoring relationship ends?
04What helps a young person turn insight and experience into a stronger next decision or opportunity?
1 · What broader research showed us

The readiness gap appears
across multiple transitions.

No single statistic defines the problem. The pattern becomes more useful when we look across school engagement, postsecondary choice, developmental relationships, applied experience, and workplace expectations.

~4 in 10
Future confidence

Many students still do not feel prepared for what comes after school.

Gallup’s 2026 Voices of Gen Z study found about six in ten U.S. students ages 14–19 felt prepared for the future. Students who experienced more relevant schoolwork, stronger teacher connection, and greater recognition of their strengths were more likely to feel ready.

1,758 U.S. students ages 14–19 · May–June 2026

Gallup · Voices of Gen Z ↗
8–29%
Postsecondary navigation

Students feel more prepared for some paths than others.

Among students at least a little interested in each path, 29% felt very prepared for a paid job, 28% for a bachelor’s degree, 21% for an associate degree, 14% for a certificate or certification, 12% for an internship, 10% to start a business, and 8% for an apprenticeship.

1,327 U.S. students ages 16–18 and their parents · April 2025

Gallup, Walton Family Foundation & JFF · Chart 11 ↗
55%
Early work transitions

Hiring managers report dismissals of recent graduates.

In a survey of entry-level hiring managers, 55% reported taking part in a decision to dismiss a recent college graduate in 2024. The percentage describes the surveyed managers. Each manager could have been involved in one or more decisions.

1,000 U.S. entry-level hiring managers · Pollfish survey commissioned by Intelligent.com · December 2024

Intelligent.com · Hiring-manager survey ↗
26%
Hope about the future

Fewer young adults feel hopeful about America’s future.

In spring 2026, 26% of U.S. adults ages 18–29 said they felt hopeful about America’s future, compared with 55% in 2021. The question asked about the country’s future.

2,018 U.S. adults ages 18–29 · March–April 2026

Harvard Youth Poll · Spring 2026 ↗
Relationships
Developmental support

Readiness develops through people, not only through information.

Search Institute’s developmental-relationships research describes relationships as a mechanism through which young people discover who they are, build agency, receive support, expand possibilities, and learn to contribute to the world around them.

Multi-study framework built from youth, parent, educator, practitioner, and research inputs

Search Institute · Relationships First ↗
53.5%
Workplace translation

Employers and graduates do not always see readiness the same way.

NACE found 96.1% of employers rated communication highly important, while 53.5% rated recent graduates very or extremely proficient. Similar gaps appeared in critical thinking, professionalism, and career self-development.

NACE 2024 Student Survey + Job Outlook 2025 · 237 employer respondents

NACE · Competency Perception Gap ↗
Experience
Applied learning

Real-world exposure can help young people make more informed choices.

In the 2025 Gallup postsecondary study, students who had college visits or work and internship experiences were among those most likely to describe those experiences as extremely helpful in shaping their plans. The signal reinforced a broader idea: readiness grows when young people can test possibilities, not only hear about them.

Same Gallup/Walton/JFF national study · April 2025

See the study ↗
Our scan
Ecosystem white space

The U.S. youth landscape is not empty. It is crowded, and often fragmented.

BFA’s 2026 strategic ecosystem review found dense supply in information, assessments, workshops, entrepreneurship, mentoring, college access, and workforce preparation. The more defensible gap was not “another program,” but the connective work between experiences: helping young people interpret, decide, demonstrate, relate, and move forward.

BFA internal strategic research · youth-readiness ecosystem and longitudinal-impact studies · 2026

Internal synthesis · not an external causal study
2 · What our own work added

The field evidence made the issue
more specific.

BFA’s own evidence does not represent young people nationally. Its value is different: it helped us see where the broad research was showing up in actual relationships, workshops, internships, and program design.

College mentoring + empathy interviews

Students often needed interpretation and continuity, not simply more options.

Repeated contact with college students surfaced demand for practical guidance, honest feedback, trusted people who remembered the context, and next steps concrete enough to act on.

What it changed: Relationships and interpretation moved from “support features” into the center of BFA’s readiness hypothesis.
UConn workshops · 2024–2025

Communication became more than presentation practice.

Entrepreneurship and pitch-based sessions repeatedly required students to make sense of an idea, explain its value, receive feedback, and advocate for a direction.

What it changed: BFA began connecting entrepreneurship practice to the broader readiness skills of judgment, communication, confidence, and self-advocacy.
LaunchLab · Spring 2026

Real work created real growth.

Students in our first cohort produced real ventures, prototypes, and pitches. Their feedback showed us where more structure and support between sessions would help every student get the most out of the program.

What it changed: Fall design strengthened expectations, mentor touchpoints, and structures intended to support persistence.
Hartford Youth Scholars · July 2026 · n=8

The quality of the learning relationship affected the learning itself.

Average self-reported confidence in describing oneself rose from 3.5 to 4.1 out of five. The two students who did not move both described tables where nobody engaged.

What it changed: Facilitation quality, belonging, and relational engagement became part of the intervention, not background conditions.
Summer internship · 2026 · 5 of 8 exit responses

Real ownership was powerful, but ambiguity still needed scaffolding.

Respondents rated the experience and BFA support highly and reported stronger clarity and confidence, while also identifying the need for clearer role framing, communication during pivots, and individual coaching.

What it changed: BFA’s model increasingly paired authentic responsibility with reflection, feedback, and structured support.
Fall LaunchLab · 2026 · complete

The second cohort strengthened the case for applied work, repeated feedback, and relationships.

Our founders built working prototypes and pitched live at Demo Day. Across matched readiness items, students showed gains in explaining ideas, making evidence-based choices, and communicating their work.

What it changed: relationships and repeated feedback became even more central to how BFA thinks about readiness, and staying connected with students after the program is now a central part of what we are building.
3 · Where the evidence converged

The problem became less about access to content.
It became about conversion.

Across national research, BFA’s ecosystem scan, and our early program learning, four ideas kept resurfacing.

01

Exposure is not the same as navigation.

Young people can know that options exist and still need help comparing them, testing fit, and deciding what to do next.

02

Experience does not automatically become evidence.

A project, internship, or program becomes more useful when a young person can name what changed, demonstrate what they can do, and carry that learning forward.

03

Relationships are part of the developmental infrastructure.

Trusted adults can expand possibilities, interpret feedback, open doors, and help a young person keep moving when one experience ends.

04

Readiness is built across transitions, not delivered in one event.

The work changes from self-understanding to exploration, applied practice, positioning, work, and leadership. A single workshop cannot carry every stage.

4 · BFA’s working problem definition
Young people are surrounded by information, programs, and opportunities, yet too often have to make consequential decisions without a coherent structure for understanding themselves, testing possible paths, building real evidence, interpreting what experiences taught them, and carrying useful relationships forward.

The gap BFA is studying is the conversion between potential, readiness, experience, and opportunity over time. That is why our model is evolving toward longitudinal navigation, applied experiences, reflection, developmental relationships, and a student-owned record of learning, not simply a larger menu of workshops.

We moved away from“Young people need more information.”

The landscape already contains enormous amounts of information. The harder question is what helps a student use it.

We moved away from“One great program solves readiness.”

Readiness develops through multiple transitions, relationships, experiences, and decisions.

We moved toward“Help students convert what they experience into what comes next.”

That means insight → action, experience → evidence, relationship → opportunity, and reflection → better decisions.

5 · What remains a hypothesis

We have a sharper problem.
We are still testing the model.

BFA has not yet demonstrated that a multi-year navigation model improves later-life outcomes. Beginning in 2027, the central work is to test which elements create real student value, which partnerships can sustain continuity, what students actually use, and what evidence is meaningful enough to guide better decisions.

Questions guiding the next stage

  • Will students stay engaged with a longitudinal relationship when no single program requires it?
  • Does a student-owned Journey Record help young people recognize and use what they are learning?
  • Which moments of transition benefit most from human navigation and reflection?
  • Can partners share enough context to create continuity without turning the student into a data project?
  • What changes for a student when insight, experience, relationships, and next opportunities are intentionally connected?
Impact & Learning

Evidence that changes
what we do next.

We are early, so we do not treat every positive response as proof. We document what happened, what students said, what did not work, and what the evidence changed in the next version.

How we learn

Listen. Test.
Change the design.

The point of measurement is not to make BFA look successful. It is to understand what young people are experiencing, what is helping, where the design is failing, and what should change next.

Small samples stay small.

Directional evidence can guide the next test without being presented as representative proof.

Negative evidence counts.

A student who did not move can teach us as much about the design as a student who did.

Learning should change something.

Each source below ends with the design or strategic implication it produced.

What the work has taught us so far

Evidence,
source by source.

College mentoring + empathy interviews

Students needed help interpreting themselves and their options, not simply more options.

Repeated contact with college students surfaced a consistent pattern: encouragement alone was not enough. Students valued practical guidance, honest feedback, relationships that lasted beyond one interaction, and concrete next steps they could act on.

What changed: BFA began treating interpretation, mentorship, and continuity as part of the readiness problem rather than as optional extras.
UConn workshops · 2024 + Nov. 2025

Pitching a venture and pitching yourself share a deeper skill.

Two UConn working sessions asked students to sharpen a real business idea and make the case for it out loud. The November 2025 session collected feedback from all seven participants.

What changed: What looked like occasional entrepreneurship workshops became part of a broader readiness practice around communication, confidence, and self-advocacy.
LaunchLab · Spring 2026

Hands-on work gave students something real to show.

Students in the first cohort built ventures, prototypes, and pitches around problems they cared about. Their feedback shaped how we designed the second cohort.

What changed: Fall 2026 added clearer attendance expectations, asynchronous pitch recording, and a stronger mid-program mentor touchpoint.
Hartford Youth Scholars · July 2026 · n=8

A good hour can create movement, and still be the wrong unit.

Average self-reported confidence in describing themselves rose from 3.5 to 4.1 out of five. Four scholars moved, two were already at the ceiling, and two did not move; both of those students described a table where nobody engaged.

What changed: BFA strengthened facilitation structure and began exploring whether some readiness needs call for a more sustained pathway than a one-time workshop.
Summer internship · 2026 · 5 of 8 exit responses

Real ownership developed capability; ambiguity still needed scaffolding.

Respondents averaged 4.8/5 for the overall experience and BFA support, 9.6/10 likelihood to recommend, and 4.2/5 for both career-path clarity and perceived ability to build or lead something.

What changed: Preserve authentic ownership while strengthening role framing, communication during pivots, cross-team interaction, and individual coaching.
LaunchLab · Fall 2026 · complete

Applied work and honest feedback produced visible growth.

Our founders built working prototypes and delivered live Demo Day pitches. Every readiness statement students rated on their first day rose on average by the final week; the largest gain was explaining an idea clearly, from 3.5 to 4.5. Founders rated LaunchLab 9.25 out of 10 on average.

What we learned: relationships and repeated feedback were central to the experience, and students named money and knowing the right people as the barriers they still face, which is where we are focusing next.
Blog

The evidence,
in students’ own stories.

Numbers show patterns. Stories show what those patterns look like in a real young person’s life: what they tried, what changed, and what they did next.

Our Blog grows over time with new student stories and our monthly newsletter, so you can follow the work as it happens. Each story is one person’s experience, not a representative outcome.

Read the BFA Blog →
Student stories
Journeys told over time, in students’ own words
Monthly newsletter
What we are building, testing, and changing
Reflections
What we learn next, and why it matters
The pattern across the evidence

Readiness is not
one intervention.

Interpretation matters.

Young people need help making meaning from experiences, not only access to more experiences.

Practice matters.

Capabilities become visible when students have to use them in real situations, not only discuss them.

Relationships matter.

Repeated, honest contact can create continuity that a single workshop cannot.

The question underneath the next decade

What shapes the decisions
young people make about their futures?

BFA wants to understand which factors influence consequential choices about education, work, entrepreneurship, and opportunity, and where timely support can make a difference at key transitions in an AI-shaped future.

We are especially interested in the interaction between self-understanding, family and lived experience, relationships, exploration, real work, feedback, access, financial realities, AI and technological change, and the timing of support. The goal is not to predict a young person's future. It is to understand the decision environment well enough to help them enter important transitions better prepared.

Want to go deeper
into the evidence?

Read the current impact report, or contact us if your organization is interested in contributing to a research or learning question.

Read the Impact Report → Talk with us about research
Privacy

Privacy
policy.

We work with young people, so privacy, clarity, and student control matter. This page separates current website and program practices from design commitments for a future longitudinal system. Last updated September 14, 2026.

Who we are

Bold Futures Academy Foundation is a 501(c)(3) nonprofit organization, EIN 33-3751028, based at 153 Turner Road, Rockland, MA 02370. You can reach us any time at admin@boldfuturesacademy.org.

What we collect

We only collect information you give us directly. Depending on what you do on this site, that may include:

  • Program applications: name, email, phone, school, grade level, and your written answers.
  • The Bold Futures Navigator: name, email, school or field of work, and your assessment answers and results.
  • Mentor, facilitator, speaker, and volunteer forms: name, email, phone, location, professional background, and availability.
  • Contact and newsletter forms: name, email, and your message.
  • Donations: handled entirely by Givebutter. We never see or store your payment card details.
  • Website analytics: aggregate, privacy-friendly traffic data. No cookies, no cross-site tracking, and no individual profiles.

Why we collect it

To review applications, determine fit and available capacity, match volunteers to appropriate roles, run programs, stay in touch with participants, understand aggregate participation and outcomes, and improve what we offer. Information is collected for a stated purpose rather than “just in case.”

Students under 18

Most of our students are minors, and we treat their information accordingly. We collect only what we need to run the program. We do not sell it, rent it, or share it with advertisers, ever. We ask for guardian contact information where a program requires it, and we ask for permission before using any student photo, name, or work publicly. A parent or guardian may review, correct, or request deletion of their student's information at any time by emailing us.

Who we share it with

We do not sell your information. We share it only with the service providers that make our programs run, and only to the extent they need it:

  • Form and application tools that receive submissions
  • Our project management system, where staff review applications
  • Email and calendar tools we use to communicate with you
  • Givebutter, which processes donations
  • Zoom, which hosts our virtual sessions

How long we keep it

We keep two different kinds of records, and we treat them differently.

Ordinary application and program records, meaning the forms you submit, program rosters, and the notes we keep to run a cohort, are kept for up to three years, then deleted.

Future longitudinal and research records are proposed and have not launched as a production system. If BFA proceeds after governance and pilot approvals, participation in ordinary services will not automatically mean consent to research, institutional data sharing, or long-term follow-up. Those permissions would be presented separately and explained before information is used for those purposes.

Newsletter subscriptions last until you unsubscribe. You can ask us to delete your information sooner than any of the above, and we will.

Your choices

You may ask to see what we hold about you, correct it, or request deletion. You may unsubscribe from our emails at any time. For a question or request, email admin@boldfuturesacademy.org. We will verify the request and explain any information we cannot remove because of an active legal, safety, or operational obligation.

Design commitments for the future system

What will govern any future Journey Record or longitudinal pilot

  • BFA will not sell student data.
  • Students will be able to see and correct their records and receive a usable copy.
  • Information will be collected for a stated purpose, and sharing will require appropriate permission.
  • Consent to receive services and consent to research or institutional data sharing will be distinguishable.
  • Named student-level records will not be displayed to funders.
  • Student data will not be used to train external AI systems without explicit authorization.
  • No permanent readiness or risk score will be attached to a young person.
  • No opportunity will be automatically denied based on a record.

These are design commitments, not a claim that the proposed system, data flows, or pilot are currently operating.

Changes to this policy

If we change how we handle information, we will update this page and the date at the top. If the change is significant, we will tell participants directly.

Get Involved

Help a young person
get ready for what comes next.

This page is for individuals who want to give their time, experience, relationships, or skills. You can mentor across a cohort, speak once, answer a student’s career questions, review a pitch, open a door, lend a professional skill, or join a Roundtable. You do not need a background in education. You need to be willing to show up honestly and help a young person see more clearly.

See the roles → Join a roundtable
Ways to give your time

Find the role that
fits your season.

Every one of these shapes a student's experience directly, and none of them ask you to do it alone. Each application takes a few minutes, and we follow up to schedule a short conversation.

Mentor Co-facilitate Guest speak Career conversation Review student work Open an opportunity Intern Advise Lend a skill Join a Roundtable
Mentor

Mentor a student through a cohort

In LaunchLab and Ignite you are paired with the same student across a full cohort, so the relationship has time to become real. Most of what students need from you is not expertise. It is someone who asks good questions, remembers what they said last week, and tells them the truth when it would be easier not to.

The time it takes
  • Fall 2026 ran six Saturdays from September 12 through October 17
  • A few hours across the program, concentrated in mentor weeks
  • Fully virtual, so you can be anywhere
What we ask of you
  • Show up for the sessions you commit to, and tell us early if something changes
  • Give honest feedback kindly, and let students do their own thinking
  • Keep all contact inside the program, never one to one and unsupervised
What we give you
  • An onboarding session and a written mentor guide before you start
  • The questions to ask each week, so you are never improvising
  • A staff member you can reach any time something feels off
Apply to mentor →
Co-facilitator

Co-facilitate a session

Own and lead one segment of our Saturday sessions, guiding students through hands-on activities rather than lecturing at them. These applications are always open.

  • Six Saturdays, 11:30 AM to 3:00 PM ET, plus weekly prep
  • You lead one segment, and you are never running the day alone
  • We onboard and prep with you beforehand
Apply to co-facilitate →
Guest speaker

Share your story

Spend a session with our students, telling them about your career, your work, or the path that brought you here. The unedited version is the useful one, closed businesses and career changes included.

  • A single session, scheduled around you
  • Founders, operators, creatives, and professionals all welcome
  • We will help you shape a talk that lands with students
Offer to speak →
One conversation can matter

Help without joining a full program.

Informational interview

Give a student thirty minutes to ask what your field is really like, how you got there, and what you wish you knew earlier.

Subject-matter expert / reviewer

Review a pitch, challenge, prototype, resume, or project and give honest professional feedback.

Opportunity connector

Know of an internship, job shadow, paid project, competition, scholarship, program, or person a student should meet? Help us open the door.

Student accompaniment & success

Help BFA coordinate student check-ins, mentor relationships, follow-up, developmental plans, and handoffs as our longitudinal model grows.

Tell us how you would like to help →
Internships

Intern with us

Past BFA interns carried real organizational work and left with deliverables they could point to. Interest requests are welcome; openings, timing, compensation, and project scope depend on approved capacity for each cycle.

  • Past projects have included operations, communications, partnerships, and program development
  • Each approved cycle defines its own format, supervision, deliverable, and time expectation
  • Submitting interest does not guarantee an immediate placement
Ask about internships →
Advisors & board

Advise the organization

If you have built something, funded something, or run programs before, there is a seat for you in how this organization grows. Board service, advisory roles, and short-term strategic help are all on the table.

  • Governance, fundraising, education, finance, and legal backgrounds all valued
  • Advisory roles can be a few conversations a year
  • We will be honest with you about what we need before you commit
Start a conversation →
Volunteer

Lend a skill

Have design, writing, data, grant writing, or other skills you would like to put toward this work? Tell us what you would love to help with and we will find the right fit. Flexible, project based, and remote, and a good fit for skills-based corporate volunteering.

Volunteer with us →
Open to the Community

Take a seat at
the table.

Ninety minutes, about ten seats, and one honest question about how young people get ready for what comes next. Employers, educators, parents, and young people sit at the same table, and students are always in the conversation rather than in the audience. Nobody is put on the spot, and nobody is asked to pretend the evening is charity on their part. Every organization present gets time on the record to talk about their own work and how someone could support it, and you do not need to be part of a BFA program to join one.

Here on behalf of
an organization?

Schools, colleges, nonprofits, and companies partner with us differently. That work has its own page.

Partner with us → Contact us
Student Tools

Tools to help you
find your footing.

Take the Bold Futures Navigator for a starting map, or sign in to your Navigator portal if you chose to keep building your record with BFA. The LaunchLab Pitch Tool is a separate practice space for learning to make the case for an idea.

What you can use today

Two ways to
get started.

Self-discovery

The Bold Futures Navigator

A structured assessment that helps you interpret strengths, lived experience, working preferences, possible directions, and next experiments. You do not need an account to take the assessment. If you choose to keep building your record with BFA, the secure portal lets you return to your actual Navigator, add experiences and reflections, document decisions, and review your BFA Year.

Open the Navigator →Sign in to my Navigator portal →
Practice your pitch

The LaunchLab Pitch Tool

A live room for practicing a pitch and getting honest, structured feedback. You make your case, reviewers respond, and you sharpen it on the spot. Built for LaunchLab sessions, and open to anyone who wants to get more comfortable telling the story of an idea.

Open the Pitch Tool →

These tools are starting points, not verdicts. You do not need to decide your entire future today. You need better evidence about yourself and the possibilities you are considering, and the best version of any result is the one you talk through with someone who knows you.

Stay Connected

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