Frequently asked questions

Tagapag is a peer-mentorship platform that helps high school students connect with more experienced students and stay connected through goals, check-ins, and conversations.

For students, it provides a place to ask questions and build a supportive relationship. For schools and districts, it provides tools to organize participation and provide appropriate oversight. The emphasis is on ongoing support, not just an introduction during orientation.

Tagapag is designed for students seeking guidance, students ready to become mentors, and the educators coordinating their programs. A central use case is helping incoming freshmen navigate the transition into high school.

Counselors, administrators, and student-leadership coordinators can help shape the program around their school community. Eligible grades, participation requirements, and available roles depend on the program. Parents and guardians can use these FAQs to understand the experience and its safeguards.

Students join the appropriate school community, create a profile, and share their interests, availability, and the areas where they want to receive or offer support. The school’s matching approach determines how mentorships begin.

Once connected, participants use the features available in their program—such as conversations, check-ins, goals, resources, and events—to keep the relationship active. School staff have access according to their assigned responsibilities and permissions.

For students participating through a school subscription, access is included in the school’s program; students do not need to purchase a separate Tagapag subscription.

Use the access or referral instructions provided for your school. Your coordinator can explain eligibility and any school-specific participation requirements. Educators interested in bringing Tagapag to their community can contact us about a school or district subscription.

Select Get started and enter the school access code or referral code provided for your program. Follow the prompts to choose an available role, create your account, and complete your profile.

Use an email address you can access, follow your school’s instructions, and complete any required email confirmation or training. Joining the correct school community matters: do not use another school’s code to get around an access problem. Ask your coordinator for help when a code is missing, expired, or not working.

You can introduce Tagapag to a counselor, administrator, or student-leadership coordinator and share our For Schools page. We can discuss the school’s goals, explain the platform, and identify the appropriate review and setup process.

A school appearing in a directory does not mean it has an active Tagapag program. Student access depends on the school community and participation arrangements that have been enabled. Do not join a different school simply to create an account.

Tagapag is a browser-based web app, so you can access it on a phone, tablet, or computer without downloading a separate app from an app store. An internet connection is needed for the live service.

Use a current browser, and follow any school instructions for managed devices. Schools with particular device, browser, accessibility, or network requirements should raise them during setup so the relevant workflows can be checked before launch.

A peer mentor can share practical experience with classes, study routines, clubs, activities, balancing commitments, and finding your way around a new school. You can also talk about setting goals or deciding where to look for more support.

You do not need to be struggling to benefit from mentorship. It can simply help to know someone a little further along. A mentor is a fellow student—not a substitute for a teacher, counselor, mental-health professional, or emergency service.

Mentor eligibility is set by the participating school or program. You do not need to have every answer: a useful mentor listens, follows through, shares experience honestly, and recognizes when an adult should be involved.

Any selection, approval, or training requirements should be completed before you begin. Being a mentor means supporting another student’s confidence and independence—not doing their work, providing professional advice, or taking responsibility for situations beyond your role.

The time commitment depends on your school’s program and the relationship you agree on. A regular check-in and thoughtful follow-through are more important than being available all the time.

At the beginning, discuss when you will connect, how you will communicate, and what to do during busy periods such as exams. Ask your coordinator about program expectations before committing. Tagapag should help organize the relationship—not create an expectation of instant replies or around-the-clock availability.

Tagapag’s matching approach can consider shared interests, support needs, availability, and meeting preferences. Where tutoring subjects are included, those can provide additional information about a potential connection.

The process depends on the school’s configuration: students may explore potential matches, staff may arrange relationships, or an enabled automatic-matching workflow may be used. Compatibility information is a starting point—not a guarantee of a successful relationship. The school’s guidance explains the choices available to participants.

Your school can set the permitted number of active mentorship relationships so participation fits the program and the time mentors have available. Check your program’s limits before making additional requests.

Being allowed multiple relationships is not the same as being able to switch freely between mentor and mentee roles. Ask your coordinator which roles and combinations are available to you, especially when peer mentoring and counselor relationships are offered together.

A suitable connection may not be available immediately. Your profile, availability, the number of participating mentors, and school rules can all affect the options you see. Check that your information is current and ask your coordinator about the next step.

When a relationship is not a good fit, use the available match-management options or ask the coordinator to help. You should not remain in an uncomfortable situation just to preserve a match. For a safety concern, use the reporting guidance rather than relying only on ending the relationship.

Use the communication options your school has enabled. These may include relationship-linked messages and comments on goals or check-ins. Some programs restrict peer communication or direct certain conversations through counselors.

Check-ins are structured opportunities to reflect on how things are going, recognize a positive moment, and identify a challenge or next step. They can help a mentorship conversation move beyond “How was your week?”

Write only what is appropriate to share within your program. Check-ins are not a private diary and may be visible to your mentor and authorized staff according to the access rules. They are not a clinical assessment or a substitute for reaching out directly when you need help.

Students can use goals to turn a larger ambition into a manageable next step—for example, building a study routine, trying a club, or preparing for an upcoming challenge. Progress updates provide something specific to discuss with a mentor.

The student remains responsible for their own goals. Mentors can offer encouragement and feedback within the permissions available to them. A goal does not need to be impressive; it should be useful to the student working on it.

Tagapag can support preparation for both mentors and mentees. Depending on the school’s setup, participants may be asked to review training material and complete quizzes before becoming available for matching.

Training can clarify expectations, communication, boundaries, and when to involve an adult. The required content and completion rules are confirmed for each program. Completion is preparation for participation—not a professional credential or a guarantee.

Tagapag brings mentorship together with learning resources and school-specific information. Where enabled, students can find articles or videos, tutoring and study opportunities, and events shared by their school.

A mentor may be able to help with a subject they know, but Tagapag does not guarantee an expert tutor for every course. It complements teachers, counseling, tutoring programs, and student activities rather than replacing them. Available content and events depend on the school settings.

Mentoring can be a meaningful way to earn volunteer or service hours while making a difference for another student.

Through Tagapag, you can share your experience, encourage a younger student, and build leadership, listening, and communication skills along the way. Check with your school or service-program coordinator about which activities qualify and how to record your time, so your contribution can receive the recognition it deserves.

Ask your school’s coordinator about helping recruit mentors and mentees or participating in an ambassador initiative. Where referral codes are enabled, they can help students join the right school community and attribute credit for introductions.

Ambassador participation does not grant access to someone else’s private information.

Visibility depends on your role, school, relationship, and the permissions in your program. Profile information used for discovery may have a different audience from relationship-specific conversations, goals, or check-ins.

Your mentor, assigned counselor, or authorized school staff may be able to see relevant information. Specifically authorized Tagapag personnel may also have access for defined support or operational purposes. Do not assume messages are visible only to the person you are speaking with. Review the Privacy Policy and your school’s notice before sharing sensitive information.

Tell a trusted adult or your school’s designated contact. Use the concern-reporting option available in your program when appropriate, but do not wait for an in-app response when someone may be in danger. Mentors should not try to manage a serious situation alone or promise to keep safety concerns secret.

Tagapag is not an emergency service, and app activity is not continuously monitored. In the United States, call 911 for immediate danger. For emotional distress or crisis support, call or text 988. Outside the United States, use the appropriate local services.

Tagapag is intended for students aged 13 and older and connects them with guidance, encouragement, and opportunities to grow.

For mentees, having a more experienced student to talk with can make it easier to ask questions, explore interests, set goals, and feel more connected to school. For mentors, it is a chance to build leadership, communication, and responsibility while making a meaningful contribution to another student’s experience.

Your school’s coordinator can explain how students join and how the program works. Participation follows the Terms of Use and any applicable school requirements.

Tagapag uses information such as account details, profiles, mentorship activity, and technical records to operate the service. Access is organized around roles, schools, and relationships. The Privacy Policy describes collection, sharing, and the service providers involved.

Tagapag’s stated policy is not to sell student personal information or use it for targeted advertising. Schools can discuss data flows, access controls, and supporting security information during review. No online service can promise zero risk, but by using established infrastructure and application-level best practices, we strive to make Tagapag as secure as possible.

Check that you are using the correct email address and that confirmation messages have not gone to your spam folder. Use the password-reset option for an existing account. For an expired, invalid, or fully used access code, ask your school coordinator for an appropriate replacement.

For technical help, contact Tagapag support and describe the problem, device, browser, and approximate time it occurred. Do not send passwords, live access codes, or screenshots containing other students’ information. Avoid creating duplicate accounts to work around the issue.

Yes. Tagapag is designed to help organize the relationships and follow-through around a school’s existing approach—not require schools to replace a successful program.

It can connect mentorship with profiles, matching, goals, check-ins, resources, and authorized oversight. During a demonstration, we can discuss how your current orientation, peer-leadership, tutoring, or student-support activities would fit. The school continues to define its program goals, staffing, and participation expectations.

Tagapag’s program model supports peer mentoring, a combination of peer mentors and counselors, and a counselor-only approach. In Counselor-Only Mode, peer matching is disabled and the focus is structured support between students and authorized counselors.

Program mode and communication permissions are related but separate settings. The available combinations are confirmed in your school’s configuration and release. A counselor’s direct mentoring relationship is also different from observing a peer relationship; discuss which responsibilities your staff need.

Observer Mode gives specifically authorized staff visibility into relevant mentorship activity, such as check-ins, goals, and related communications. It is intended to support appropriate school oversight without making the observer a peer participant in the relationship.

Access depends on assigned permissions and scope—not simply having an administrator title. A school review should confirm the exact information available, permitted actions, and what changes when assignments or relationships end. Observer access does not mean someone is continuously monitoring every interaction.

The district-and-school model is designed to combine shared expectations with local implementation. Districts can establish common settings or content, while schools may adjust the items they are authorized to change.

Areas to review include training, matching, relationship capacity, communication, resources, and staff access. Inherited settings and local overrides should be confirmed before rollout. A school’s directory association with a district does not, by itself, grant anyone access to that school’s student information.

Tagapag helps schools look beyond signups to see how their mentorship program is taking shape. Authorized staff can follow active mentorships, check-in participation, and goal activity to understand where students are engaging and where an extra check-in may help.

Paired with student and staff feedback, these insights can help your team recognize progress, support mentors, and refine the program throughout the school year. Available views depend on school settings and staff permissions.

Student check-ins are self-reported reflections that support thoughtful follow-up, not clinical assessments.

Start with a conversation about your students, existing support programs, and the staff who would coordinate implementation. We can demonstrate the platform using sample accounts and discuss the appropriate initial scope.

Before student use, confirm required approvals, privacy and technology review, program settings, mentor preparation, participation instructions, and support responsibilities. A school can begin with a defined cohort rather than a districtwide launch. Timing depends on those decisions; a demonstration alone does not authorize student enrollment.

Tagapag offers an annual school subscription, with district arrangements discussed according to the scope of the rollout. Request a quote that identifies the participating schools, included functionality, onboarding, and support.

We can also discuss your purchasing and approval process. The written agreement should make the subscription period, renewal arrangements, and any separately scoped services clear before you commit. Student access and any guarantee are governed by that agreed offer.

The six-month money-back guarantee gives your school time to evaluate Tagapag in practice. Under the agreed offer, a school that cancels within the first six months of its agreed launch date receives a full refund of fees paid for the standard school subscription, with no remaining charges for that subscription commitment.

This is a paid subscription with a refund guarantee—not six months of free access. The agreement identifies the dates, cancellation process, and refund timing. The guarantee addresses subscription cost; it does not replace school review or implementation responsibilities.

Tagapag’s school offer includes onboarding and ongoing support. The service agreement should name the primary and backup contacts, support channels and hours, escalation process, and any response commitments.

The school designates the people responsible for participant selection, supervision, school policies, and student-welfare concerns. Tagapag supports the software and agreed implementation activities; it does not replace those school responsibilities. Technical-support requests and urgent student-safety situations need different response routes.

Tell us which systems and workflows your school requires during the initial review. Single sign-on, roster imports, student-information-system connections, learning-platform integrations, and exports are separate capabilities and should not be assumed to be included.

We will need to confirm what is currently supported, how data would move, and any additional work or agreement required. A planned integration is not the same as an available one.

Schools can discuss Tagapag’s architecture, data handling, permissions, service providers, support arrangements, and the documentation needed for their approval process. Tell us whether your district uses a particular vendor questionnaire or student-data privacy agreement.

The review should identify which records are available and which require preparation or clarification. Certifications held by an infrastructure provider are not certifications of Tagapag itself. We do not treat a general “compliant” claim as a substitute for reviewing the product, policies, and agreement that apply to your school.

Please tell your school coordinator or Tagapag support about the barrier or accommodation needed. Describe the task you are trying to complete and, where relevant, the device, browser, or assistive technology you are using. You do not need to include unrelated medical details.

Schools should raise accessibility requirements during evaluation so the current experience, available evidence, known limitations, and appropriate alternatives can be reviewed. Specific conformance or assistive-technology compatibility should be confirmed rather than assumed.

Tagapag was co-founded by Eva Uhl (opens in a new tab) and Steve Uhl. Eva, a senior at Los Gatos High School, is Co-founder & Student Lead. Her work includes student and educator feedback, design and development, feature priorities, usability, branding, and school communication.

Steve is Co-founder & Product Lead, bringing experience in engineering, product development, marketing, and sales. They work together on the product. The Team & Advisors page explains their backgrounds, and Eva’s personal website shares more about her projects and interests.

Tagapag’s advisors include Brooks Allen in education policy and law, Jacob Christfort in databases and cybersecurity, and Bob Lapcevic in data science and AI. Their perspectives complement the founding team’s work.

Advisors contribute in their individual capacities, while operational responsibility remains with Tagapag. Professional affiliations provide background and do not imply employer endorsement. See the team page for their biographies, advisory focus, and links to their professional profiles.

No, Tagapag’s peer mentorship is built around relationships between people, not using AI to generate advice in response to a student’s messages within the app.

Yes. Eva plans to continue leading Tagapag after graduation, with Steve contributing product and operational support and additional roles added as the company grows. School agreements identify accountable contacts, backup coverage, and the support arrangements for each school’s subscription.