This commentary is by Bobbi Warner Somers, the director of health and wellness, and Joy Ely, a school counselor, who both work at Lyndon Institute.
As school counselors in a rural community, we see every day what many people never do: teenagers carrying adult-size burdens into our classrooms. Often, these burdens appear long before they surface as failing grades, chronic absenteeism or crises.
In rural communities like the Northeast Kingdom, these challenges are not rare. Limited access to mental health providers, long wait lists for care, food insecurity, housing instability, transportation barriers and repeated exposure to trauma — death, fire, addiction, incarceration or family separation — are part of daily life for many families.
For adolescents still developing the skills to cope with stress and loss, these layered realities can feel overwhelming. When problems surface during the school day, students often have only one place to turn: their school.
The data bear this out. In the Northeast Kingdom, high school students report alarmingly high levels of sadness or hopelessness, with up to 34% of students in some counties reporting they felt sad or hopeless for two weeks or more in the past year, higher than statewide averages.
Additionally, suicide attempt rates among teens in the region are comparable to or above Vermont averages, with some counties reporting 10% of students attempting suicide.
Across rural America, this picture is part of a broader crisis. Rural youth are significantly more likely to experience depression than their urban peers, yet fewer mental health services are available in rural settings, and only a small fraction of rural counties have a mental health provider available.
In environments like the Northeast Kingdom, schools with dedicated, compassionate professionals are not simply support systems. They are lifelines. In many rural schools, student support centers exist to create connections first. Before interventions, before referrals, before plans are written, there must be trust.
Our goal is clear: to offer students a safe, welcoming space where asking for help feels possible. Whether a student is struggling with anxiety, depression, grief, food insecurity, abuse or homelessness, school-based counselors bridge the gap between being seen and believed and receiving support — often before a situation escalates into crisis.
The role of a school counselor extends far beyond emotional support. We advocate for students’ academic, social, physical and mental health needs, often all at once. Through partnerships with local community organizations, we provide weekend food bags, clothing vouchers, hygiene supplies and other essentials.
We maintain school-based clothing closets stocked with socks, winter jackets and school apparel. We locate sports equipment for students who want to play but cannot afford to. We ensure access to laundry facilities and showers when needed.
These supports are not extras; they are foundational. When basic needs go unmet, learning cannot happen. Dignity must come first so students can focus on learning.
What makes this work especially critical in a rural setting is accessibility. School-based health and wellness spaces operate as drop-in centers, places to reset and regroup during the school day. Students arrive through referrals from teachers, parents, doctors and outside agencies, or simply by walking through the door themselves.
Increasingly, we see second-generation students seeking support because a trusted family member once found help through school-based services. Trust is earned over time, and it matters. These programs remain open to every student who needs them.
Without school-based health and wellness programs, many rural students would go unseen until a crisis demands emergency care, law enforcement involvement or removal from school altogether. Early support prevents escalation, reduces stigma around asking for help and keeps students connected to learning and community.
In regions where external resources are scarce or out of reach, schools often serve as the most consistent and reliable point of care. In rural communities, resources may be scarce, but the need is not.
When schools, families and local organizations work together with creativity and commitment, we create safety nets that reach students early and often. Our rural teens are capable, resilient and hopeful for a brighter future. They should not have to carry this weight alone.
Schools that prioritize health and wellness for all students ensure that young people are not merely surviving adolescence, but are supported, successful and equipped to build the futures our communities depend on.
Disclosure: VTDigger Opinion Editor Tess Stimson is married to an employee of Lyndon Institute.
