Troop Management

Your Role as a Girl Scout Volunteer toggle arrow

Your Responsibilities as a Girl Scout Volunteer toggle arrow

Planning for Your First Troop Meeting toggle arrow

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Choosing a Meeting Place toggle arrow

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Knowing How Many Volunteers You Need toggle arrow

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Girl Scout Volunteer-to-Youth Ratios	Group Meetings		Events, Travel, & Camping
Girl Scout Volunteer-to-Youth Ratios	Two unrelated volunteers (at least one of whom is female) for up to this number of youth:	One additional volunteer to each additional:	Two unrelated volunteers (at least one of whom is female) for up to this number of youths:	One additional volunteer to each additional:
Girl Scout Daises (Grades K–1)	12	1–6	6	1–4
Girl Scout Brownies (Grades 2–3)	20	1–8	12	1–6
Girl Scout Juniors (Grades 4–5)	25	1–10	16	1–8
Girl Scout Cadettes (Grades 6–8)	25	1–12	20	1–10
Girl Scout Seniors (Grades 9–10)	30	1–15	24	1–12
Girl Scout Ambassadors (Grades 11–12)	30	1–15	24	1–12

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Registering Girls and Adults in Girl Scouting toggle arrow

Creating an Atmosphere of Acceptance and Inclusion toggle arrow

As you think about where, when, and how often to meet with your group, consider the needs, resources, safety, and beliefs of all members and potential members. Include the special needs of any members who have disabilities or whose parents or caregivers have disabilities. But please, do not rely on visual cues to inform you of a disability; approximately 20 percent of the U.S. population has a disability—that’s one in five people of every socioeconomic status, race, ethnicity, and religion.

If you want to find out what a girl with a disability needs to make her Girl Scout experience successful, simply ask her or her parent or caregiver. If you are open and honest, they’ll likely respond in kind, creating an atmosphere that enriches everyone.

It’s important for all girls to be rewarded based on their best efforts—not on the completion of a task. Give any girl the opportunity to do her best and she will! Sometimes that means changing a few rules or approaching an activity in a more creative way. Here are some examples of ways to modify activities:

Invite a girl to complete an activity after she has observed others doing it.

If you are visiting a museum to view a sculpture, find out if a girl who is blind might be given permission to touch the pieces.
If an activity requires running, a girl who is unable to run could be asked to walk or do another physical movement.

Focus on a person’s abilities—on what she can do rather than on what she cannot. In that spirit, use people-first language that puts the person before the disability.

Say:	Instead of:
She has a learning disability.	She is learning disabled.
She has a developmental delay.	She is mentally retarded; she is slow.
She uses a wheelchair.	She is wheelchair-bound.

Say:	Instead of:
They have a learning disability.	They are learning disabled.
They have a developmental delay.	They are mentally retarded; they are slow.
They use a wheelchair.	They are wheelchair bound.

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Troop Management

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