Key Takeaway:
- Harvard Public Schools are expanding mental health services as student anxiety, depression, and emotional regulation challenges continue to rise.
- The district launched the SOAR program in 2025-26, providing intensive in-school support that has already helped some students return from out-of-district placements.
- Schools use established crisis-response protocols and community partnerships to support students, while working to improve access to outside mental health services.
Harvard Public Schools are expanding mental health services through new counseling resources, specialized programs, and crisis-response protocols as educators report rising levels of anxiety, depression, and emotional regulation challenges among students.
Schools Strengthen Support as Student Mental Health Needs Grow
Mental health support has become a growing priority for schools across Massachusetts, where districts use a multi-tiered system of support to address students’ academic, emotional, and behavioral needs.
The focus comes as the Nashoba Associated Boards of Health identified youth mental health as the region’s top community health concern in a recent assessment. The organization is developing a Community Health Improvement Plan, expected to be completed this month.
In Harvard schools, students’ needs vary by age group, according to Director of Pupil Services Michelle DellaValle.
Younger students increasingly struggle with emotional regulation and behavioral challenges, prompting the district to add another counselor at the elementary level. At the middle and high school levels, anxiety, depression, and mental health crises are more common.
“We see more students with internalizing behaviors, like anxiety and depression. We are seeing hospitalizations and acute crises,” DellaValle said.
High school Principal Kim Murphy said pressure to excel can contribute to emotional challenges in high-achieving districts.
“Students put a lot of pressure on themselves to perform well all the time,” Murphy said.
School counselors, adjustment counselors, and psychologists work together to provide support, ranging from preventive classroom instruction to intensive individualized interventions.
SOAR Program Brings Intensive Services Closer to Home
A major addition to the district’s mental health services is the SOAR program, launched during the 2025-26 school year after voters approved a budget override that funded expanded social-emotional support.
The program serves middle and high school students receiving special education services because of emotional impairments or other disabilities affecting emotional regulation.
Led by special education teacher Miki Fitzgibbons, SOAR provides counseling, scheduled check-ins, emotional regulation instruction, and support for individualized education goals.
The program also offers immediate assistance when students experience difficulties during the school day.
“My classroom is designed to be that kind of quiet space if there is high anxiety in the general education setting,” Fitzgibbons said.
District leaders say the initiative has already produced positive results. Three students previously placed in out-of-district programs were able to return to Bromfield schools with SOAR support.
Murphy called the program a valuable addition because it allows educators to respond quickly and flexibly to student needs.
“We are really grateful for the town’s support in funding this program,” Murphy said.
School officials are conducting an end-of-year review using data on attendance, academic performance, discipline, health outcomes, and other indicators to assess the program’s effectiveness and identify areas for improvement.
District Relies on Partnerships and Crisis Protocols
Harvard schools maintain established procedures for responding to mental health emergencies.
When a student experiences a crisis, administrators and mental health professionals coordinate support, contact families, and determine whether additional medical or psychiatric services are needed. Staff may temporarily limit movement in affected areas of the school to protect student privacy.
According to DellaValle, families typically decide whether a student should return home, seek mental health services, or pursue emergency care.
“We would rarely call an ambulance,” she said.
The district also relies on partnerships with students, families, community organizations, and local law enforcement.
Murphy said school resource officers from the Harvard Police Department serve primarily as student-support resources rather than investigators. Officers participate in school activities and assist with issues such as bullying.
The district also works with local nonprofit organizations and mental health providers to connect students with counseling services. However, officials say families can still face waits of four to six weeks for appointments.
To address those gaps, school leaders are working to expand their network of outside mental health resources while continuing to strengthen support available within schools.
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