​Susan H. Babey is lead author of a new study that looks at "protective social factors" ― including positive role models ― that can help teens combat obesity. In this interview, Babey talks about how good role models can guide healthy choices, the challenges facing professional mentors, and why so few teens choose family members as role models.

Q: Your previous study found that 32 percent of adolescents were either obese or overweight. In this study you suggest "social protective factors" such as role models, mentors and belonging to a club can help teens avoid obesity. How does that work?

​Data from CHIS showed that adolescents with role models, those who participate in clubs or volunteer outside of school, and those who feel supported by adults at school are more likely to have a healthy weight and are more physically active. It makes sense: Being in a club encourages socialization and activity, even if adolescents aren't in a sports-related club ― they're not sitting around waiting for something to happen. As for role models, teens who admire someone will imitate what they see, for better or worse, so we want to expose them to positive role models. And adult mentors at school can help guide kids toward healthy choices.

Q: You suggest in the study that schools encourage teachers and staff be more aware of how they can mentor teens. Some high schools have more than 4,500 students -- how can they handle that volume?

​​It's true that some schools lack the resources of other schools. Our study showed that teens from low-income families were less likely to feel supported by adults at school. This finding may be driven in part by links between family income and resources available at schools with high proportions of low-income students. Fortunately, many kids already have social support outside of school, but for those who don't get positive guidance at home or from their peers, school teachers and staff can be an incredible resource. Adolescents are at school about six hours a day ― that's a long time. And it's an opportunity to provide support and guidance. But it's more than just being aware of how teachers and staff can mentor teens, schools can also incorporate this into professional development programs. These programs can provide teachers and staff with the training and tools they need to meet the social and emotional needs of their students. Schools may also be able to work with community organizations like Boys & Girls Clubs or Big Brothers/Big Sisters to provide more access to potential role models, mentors and support.

Q: There's a great fatherhood.gov commercial from a few years ago that shows a dad taking time to teach his daughter a cheer routine. But the study found only 1 in 5 teens considers a family member as a role model. What contributes to this?

​Unfortunately, our study found that the largest share of teens, 38 percent, reported not having a role model at all. Other research suggests that teens are more likely to identify role models that are like them, the same gender and the same race. However, many teens are just not exposed to positive, healthy role models who they can identify with. But among teens who did identify a role model, a family member was the most common type. Our study didn't directly address why more teens don't identify a family member as a role model, and the process through which teens identify role models is not well understood. In some cases, it could be a resource issue. Some parents work multiple jobs to keep the family afloat financially and aren't around when the kids are awake. Some parents may face language barriers and find it difficult to provide guidance in a teen's complex world. And teens can be a little rebellious and look for "flashier" role models that their parents might not approve of. This is where a good mentor at school or in the community can help ― they can direct adolescents toward better role models and be a sounding board themselves.