Mental health has become an increasingly important topic in high schools as students juggle academic pressure, social expectations, and personal challenges. According to educators and health advocates, schools play a critical role in both recognizing mental health struggles and providing students with the resources they need to succeed.
Ashley Plawa, a high school guidance counselor for the Class of 2026, emphasized the growing need for specialized support within schools. She explained that separating academic counseling from mental health counseling could benefit both students and staff. “If that were possible, it would be fantastic to focus on those separately,” she said, noting that students often need help balancing both academic demands and emotional well-being. While her school, Pennridge High School, currently has a crisis counselor available when needed, she believes additional resources would allow counselors to better support students. “You can always benefit from more resources for the students,” she added.
Schools already offer several mental health supports, but many students may not be fully aware of them. Plawa highlighted programs such as the Student Assistance Program (SAP), access to school counselors, social workers, and crisis counselors. In addition, the school has hosted mental health speakers, including after-school events focused specifically on anxiety. These programs are designed to help students recognize challenges early and connect them with the support they need.
However, determining how many students actually take advantage of these resources can be difficult. Plawa explained that because she only works with half of the senior class, it is hard to pinpoint overall participation. Still, she noted that families and students are generally open to learning about available mental health services when information is shared with them.
Outside the school system. Erin, a family friend currently pursuing her master’s degree and interested in combining mental and physical health, shared similar observations. She said that common mental health challenges among high school students include anxiety, ADHD, and, in some cases, depression. Erin believes schools can better support students by making resources highly visible and familiar. “Having easy and ‘known’ resources around the school is an easy way to make sure students know they have help available to them,” she explained.
Recognizing when a student needs help is not always easy. Erin noted that warning signs can vary widely from student to student. Withdrawal is one possible indicator, but she emphasized that there is “never one specific thing to look for,” especially when teachers do not know a student’s personality well. This makes training and awareness among staff especially important.
Both interviews highlighted the importance of mental health education throughout a student’s academic career. Plawa stressed that mental health is a reality students encounter daily, particularly through online conversations and social media. She believes mandatory education can help students better understand what mental health truly means. At the same time, she acknowledges that education should be age-appropriate. For younger students, lessons may focus on identifying feelings and learning how to communicate them, while older students can engage in more complex discussions.
Looking forward, Erin emphasized the connection between mental and physical health. She suggested incorporating fitness as a healthy coping mechanism in schools, reinforcing the idea that a “healthy mind equals a healthy body.” By combining education, accessible resources, and open communication between schools and families, both interviewees agree that schools can play a powerful role in supporting student mental health.
As awareness continues to grow, these conversations highlight the need for continued investment in student well-being. Ensuring that mental health support is not just available, but understood, accessible, and normalized in high schools.
