28. Mid-term Support Review

Explanation

A structured check-in around the midpoint asks how the volunteer is doing, whether the tasks and support fit, and whether adjustments are needed. It creates a dedicated moment to reflect on the first part of the activity and to ensure that the second half remains meaningful, supportive and aligned with the volunteer’s learning goals.

For ESC volunteering activities lasting six months or longer, the Mid-term Evaluation is a formal element of the Training and Evaluation Cycle, organised by National Agencies or SALTO Resource Centres. The host and support organisations are expected to enable and encourage the volunteer’s participation, cooperate with the organisers, and use the outcomes of the evaluation to improve the remaining period of the activity.

The formal mid-term evaluation is different from daily supervision and mentoring. While supervision focuses on tasks and mentoring focuses on personal wellbeing and learning, the mid-term review provides a wider reflection on the overall experience: motivation, integration, learning progress, relationship with the organisation, working conditions, challenges and future expectations.

For shorter activities, the formal ESC mid-term evaluation does not apply, but organisations should still create an internal midpoint reflection. Even in short-term volunteering, a review can identify misunderstandings, practical difficulties or support needs before they affect the quality of the experience.

The mid-term review aims to provide a safe space for the volunteer to openly reflect on their experience and share their perspective. It helps identify whether the volunteer feels supported, included and motivated, while also checking whether the tasks remain meaningful, appropriate and connected to their learning goals. The review provides an opportunity to assess progress towards personal development objectives, identify additional training, guidance or practical support needs, and address any misunderstandings between the volunteer and the organisation. It also strengthens communication between the volunteer, mentor, supervisor and coordinator, ensuring that everyone has a shared understanding of the current situation and future needs. The outcome of the review should be realistic adjustments and agreements that support a positive experience during the remaining period of the activity.

The mid-term review should be understood as a development and support tool rather than an evaluation of the volunteer’s performance. Its main purpose is to improve the quality of the volunteering experience, ensure that the placement continues to meet the needs of both the volunteer and the organisation, and create the conditions for meaningful learning and personal growth.

A successful mid-term review requires preparation from all involved actors.

Before the meeting, the coordinator should

• inform the volunteer about the purpose and format of the review;
• ensure that the volunteer understands that honest feedback is expected and valued;
• collect relevant information from the mentor, supervisor and volunteer;
• review the original activity plan, learning objectives and previous agreements;
• prepare questions that encourage reflection rather than judgement.

The volunteer should have the opportunity to reflect on

• What has been achieved so far?
• What has been challenging?
• What support has been useful?
• What could be improved?
• What would help make the second half of the activity more meaningful?

A practical internal review can include the following steps

1. Reflection on the experience so farThe volunteer shares their general experience, including positive moments, challenges, relationships with colleagues and feelings of integration.

2. Review of tasks and responsibilitiesThe volunteer and organisation discuss whether tasks are clear, meaningful and suitable. If tasks have become repetitive, unclear or disconnected from the volunteer’s interests and learning goals, adjustments can be agreed.

3. Wellbeing and support checkThe organisation checks whether practical arrangements, living conditions, communication and emotional support are adequate. Any concerns related to stress, isolation, conflicts or difficulties adapting should be addressed early.

4. Learning and personal development reflectionThe volunteer reflects on skills developed, learning outcomes achieved and areas where further growth is desired. The organisation can identify additional opportunities for learning.

5. Planning the second half of the activityThe participants agree on concrete actions, responsibilities and any changes needed.

The value of the mid-term review depends on what happens afterwards. The coordinator should ensure that agreed actions are documented and followed up.

Possible follow-up actions include

• modifying tasks or responsibilities;
• introducing additional mentoring meetings;
• providing extra training opportunities;
• improving communication routines;
• changing workload distribution;
• supporting stronger integration into the local community;
• addressing conflicts between volunteer and team members;
• updating learning objectives or personal development plans.

The volunteer should receive confirmation that their feedback has been heard and that agreed changes will be implemented.

Role perspectives

Organisation: The organisation ensures that reflection moments are integrated into the volunteering process, participates in the formal mid-term evaluation when applicable, and takes responsibility for implementing agreed improvements. It creates an environment where volunteers can provide honest feedback without fear of negative consequences.

Coordinator: The coordinator prepares and facilitates the internal review, connects it with the National Agency or SALTO mid-term evaluation for longer activities, gathers perspectives from different actors and ensures that decisions are documented and followed up.

Mentor / Supervisor: The mentor contributes the perspective of wellbeing, personal development and learning, while the supervisor contributes the perspective of tasks, responsibilities and professional guidance. Together they provide a complete picture of the volunteer’s experience.

Volunteer: The volunteer is an active participant in the review process. They are encouraged to share achievements, concerns, needs and suggestions, and to take part in shaping the second half of their volunteering experience.

Differences by ESC model

Long-term volunteering: For activities of six months or longer, the formal Mid-term Evaluation is part of the ESC Training and Evaluation Cycle. The internal review should complement this process and help translate reflections into practical improvements for the remaining months.

Short-term volunteering: Short-term activities do not include the formal ESC mid-term evaluation. However, a shorter internal reflection is recommended because challenges can quickly affect the overall experience when the activity duration is limited.

Volunteering teams / group volunteering: The review should focus on both individual and group experiences. It should examine cooperation within the group, communication, division of responsibilities, group dynamics and whether the activities remain inclusive and meaningful.

Questions & answers

What happens if serious problems are identified during mid-term review?

The purpose of the review is to address challenges early. The organisation should explore solutions such as additional support, task adjustments, mediation or other appropriate measures. If the placement cannot continue successfully, further steps should follow ESC procedures.

Should the review be documented?

Yes. A short record of main reflections, decisions and agreed actions helps ensure accountability and allows the organisation to follow progress during the remaining activity period.

Documents for further reading

• SALTO-YOUTH — About the Training and evaluation cycle (TEC) — the mid-term evaluation within the cycle.
• european_solidarity_corps_guide_2026_EN.pdf — the duty to take part in the mid-term and final reviews.