Relevance: the problem of adapting and retaining young teachers in schools remains one of the most pressing issues in the Russian education system. Despite the availability of various forms of mentoring and support, the potential of classical universities to act as “released” mentors for novice teachers remains underutilized. The purpose of the study is to determine the organizational and conceptual foundations of the support model for young teachers implemented at Saratov State University (the “CONSILIUM” project and Schools for Young Teachers) and to prove its eff ectiveness. Methods (tools): analysis of practice-oriented projects of Saratov State University (2021–2026), synthesis of experience from monthly consultations and three-day educational intensive workshops; surveys (questionnaires of participants, feedback analysis). Main results: the study has identifi ed the key characteristics of the university-based mentoring model: the principle of the “released mentor” (the university is not directly embedded in the school hierarchy, which ensures a safe and productive environment for dialogue); the binary format of sessions (“a research scientist paired with a practicing teacher or psychologist”); the non-subject-specifi c nature of training (emphasis on psychology, communication, parent engagement, inclusive education, and emotional refl ection); and the principle of “working for the present” (rejecting utopian expectations of revolutionary changes in favor of a systematic approach to solving current professional problems). It has been proven that regular (monthly) and intensive (workshop sessions) support reduces young teachers’ professional anxiety, contributes to the formation of a regional pedagogical community, and creates a “returnee eff ect” (participants retaking the programs). Conclusions: eff ective adaptation and retention of young professionals are achievable not through stricter requirements, but through the creation of a safe space for dialogue, refl ection, and continuous professional growth, in which a classical university acts as a long-term professional navigator in the fi eld. The presented model can be replicated in other pedagogical and classical universities. Practical significance: the projects of Saratov State University annually involve up to 120 young teachers within the framework of “CONSILIUM” and 100 teachers from 36 districts of the Saratov region within each the School for Young Teachers session. Participants receive certifi cates of continuing professional development and real tools for classroom work, while the university ga ins motivated ambassadors of pedagogical initiatives.