The topic of mental health has been a growing discussion point in recent decades. According to the World Health Organization, one in seven adolescents between the ages of ten and nineteen is affected by a mental disorder. With over 1,600 students attending ABRHS, prioritizing student well-being and safety has never been more crucial. The district has taken huge leaps in strengthening support for mental health through reshaping the administrative structure, expanding resources, and fostering a greater sense of community within the school. In an interview with school staff and counselors, Ms. Hagopian and Mr. Chicko revealed potential future actions the school might take to improve student support at AB.
“What’s hard about a high school model is that there’s no team model,” says Ms. Hagopian. “We have seven different teachers that have no relation to each other whatsoever, and trying to make our relationships more intertwined rather than disjointed would change everything.” Her statement highlights a challenge many schools face: attempting to balance academic rigor with emotional connection. Especially at AB, notorious for competitive and challenging coursework, the scale is as important as ever. In a large school, the absence of strong teacher-student relationships can amplify feelings of loneliness and isolation.
In the past, there were only five counselors and one dean, which left gaps in communication and collaboration with students. Adjustment counselors were far and few between, and there was a noticeable disconnect between staff and the student body. However, in recent years, this model has shifted with the adoption of two deans and four assistant principals. More support was added, and the structure of the administration was strengthened, especially in the counseling department. The desired effect not only increases accessibility to resources but also encourages staff to be proactive rather than reactive when it comes to student needs.
Looking through the lens of a school-wide perspective, connecting students together in a meaningful way to teachers, APs, and counselors can build strong relationships that bridge the gap between staff and students. Having a stronger foundation and more trust in adults can provide a healthy support system to students who are struggling. A connection in the building is crucial for students, which can be manifested through them being comfortable sharing stressors, reaching out to adults for help, and providing more continuity with peers and adults. By making a big group feel smaller, it can create a cozy space that cultivates a tighter-knit community.
AB has already taken steps in this direction, with the creation of Assistant Principal (AP) teams being one of the most recent initiatives. The AP Games and Competitions strive to make students more comfortable by creating smaller groups within a grade. Friendly competitions throughout the school year increase participation within the school, improving school spirit while adding lighthearted fun to otherwise routine assemblies. Not only that, but this AP model adds regular communication between APs and counselors, increasing capacity to help students. Improving this new model of administration will be a foot in the door to making a large school feel just a little bit smaller.
Regular interactions with administrators through events like assemblies give a sense of familiarity to students and aid in building relationships with assistant principals. The stronger the connection between student and administration, the more adults can assist and provide support when needed. Creating consistency is crucial so that when a student walks into the office, they aren’t just talking to a stranger, but to someone who already knows them and their story.
Ideas of changing day-to-day schedules have also been discussed. Although not finalized, adding a common block or flex period could provide dedicated time for adjustment counselors to work with students more frequently. Flex blocks could replace advisory periods, giving students time to focus on mental health, study, or simply take a break from the chaotic school day.
Not only are changes happening on the administrative side, but student organizations are evolving as well. Mental health awareness events like Walk Out of Darkness or ribbons distributed for Mental Health Month have all been pioneered by student-led clubs. These events open up conversations about depression, anxiety, and school-related pressures, helping to normalize discussions and reduce stigma. Increasing participation and new mental health clubs can create larger-scale movements for improving the AB atmosphere, emphasizing the power student voices hold in decision-making—a perspective often overlooked.
Through board meetings, student-led initiatives, and continuous communication between counselors and administrators, AB is vigorously working to improve mental health. The ongoing challenge lies in ensuring that all students are seen, heard, and supported in everyday school life, not just in times of crisis. By continuing to implement changes and launch new ideas, ABRHS staff work behind the scenes to support all students, creating a community where mental health is prioritized and no student feels alone.