Loading
AmeriCorps Montgomery

"locals serving locals for over 25 years."

Posts by Paul Costello1

Happy AmeriCorps Week 2026

March 13, 2026 Paul Costello1 Uncategorized
Off

AmeriCorps HQ in downtown DC were celebrating AmeriCorps week with a special staff meeting for local and all national offices. Part of the meeting was a lunch time panel made up of AmeriCorps members from various programs. Two of Project CHANGE members, Sande Lee and Chiquita Battle, were invited to share about the impact AmeriCorps Project CHANGE is making on their lives and the lives of the kids they serve.

Sande and Chiquita, along with another Project CHANGE member Rose Darisme, are serving in a special project in different MCPS schools, Springbook High School, Einstein High School, Briggs Chaney Middle School, and others, teaching kids how to become more confident and socially and emotionally resilient. They are doing it in a unique and practical way. They teach kids how to grow their own food through Hydroponics and Urban farming.

The project attracts students because it is fun, and hands-on, and at the end of every month, the kids see the fruits of their husbandry with a local farmers market where the produce they have grown is shared with families who need it the most. Growing healthy food teaches kids about living healthy lives and cooperating together. The system requires some intense care and maintenance, to make sure the machines are clean and working, and the students learn the hard way that if they forget to care, the plants die, and no food is grown.

It is a win-win all the way, and only possible because of the dedication of members like Chiquita and Sande. Sande and her team have dreams of taking their project to every MCPS school and beyond.

Chiquita Battle Project CHANGE sharing her story
Sande Lee, Project CHANGE, the driver of the Hydroponics program briefing AmeriCorps staff
Sande Lee Project CHANGE
Sande and the panel
Chiquita answering questions
Chiquita and the rest of the panel
the AmeriCorps panel at HQ for AmeriCorps week 2026
The AmeriCorps staff listening to the stories of impact
Some of the fruits of the project – Anyone for salad?
Sande Lee Project CHANGE
No telling what you can grow
Anyone for Salad?
Chiquita Battle, Project CHANGE

Hope as the Predictor of learning-MyScore C-5

March 11, 2026 Paul Costello1 Uncategorized
Off

Researchers apply hope theory to boost college student success
  • Research indicating that hope is a leading indicator for students catching up on lost learning primarily stems from the Science of Hope framework, extensively developed by the late Dr. Shane Lopez and supported by Gallup data and longitudinal studies from institutions like Arizona State University. This research posits that hope—defined not as a “wish,” but as a cognitive-motivational set combining goal-directed agency (the willpower) and pathways (the waypower/planning)—is a measurable, actionable, and teachable skill that predicts academic success better than many traditional indicators. 

  • Here are the key findings and sources of this research:

  • 1. Hope as a Predictor of Academic Recovery Research shows that high-hope students are better able to overcome trauma, stress, and, consequently, academic setbacks associated with the pandemic. 
    • Leading Indicator of Success: Studies have found that hope acts as a leading indicator of student achievement rather than merely a trailing indicator (a result of success).
    • The “Why and How”: Hopeful students possess the “will” (motivation) and the “ways” (capacity to find multiple pathways to goals) to navigate obstacles, such as learning loss.
    • Mitigating Learning Loss: Research indicates that because hopeful students can adapt to, and find new pathways around, challenges, they are more likely to close learning gaps, even when facing significant, environmental disruptions. <image.png> +42. Longitudinal Evidence (Gallup & Key Studies)Gallup’s extensive research, including the Gallup Student Poll (surveying millions of students), shows a strong link between student hope, engagement, and academic performance. <image.png>
    • Academic Performance Correlation: High-hope students are 2.8 times more likely to say they get excellent grades compared to their discouraged peers.
    • Predictor of Graduation: Studies by Lopez and others found that high-hope students are more likely to graduate on time and less likely to be dismissed from school.
    • Hope vs. ACT/GPA: In some studies, student hope proved to be a better predictor of ongoing enrollment and graduation than standardized entrance exams. <image.png> +23. Key Research Findings
    • Hope is Learnable: Research by Crystal Bryce at Arizona State University and others shows that hope is not just a trait, but a skill that can be developed, making it a critical tool for intervention in schools looking to recover learning loss.
    • The “Hope into Achievement” Theory: A longitudinal study of 531 ninth-grade students (Dixson, 2019a; Dixson et al., 2025) directly tested the “hope into achievement” theory. The study confirmed that students’ hope scores at the beginning of a school year predicted their academic achievement (GPA) months later, even after controlling for other factors.
    • Absenteeism Reducer: High-hope students missed fewer days of school, which is crucial for catching up on lost learning, as chronic absenteeism is a leading indicator of academic struggle. 

Summary of Key Researchers

  • Shane J. Lopez (Gallup/University of Kansas): Author of Making Hope Happen, pioneering the study of hope in education.
  • Matthew W. Gallagher (University of Kansas): Longitudinally studied hope and academic trajectories.
  • Susana C. Marques: Studied the link between hope, well-being, and academic success.
  • Heather C. Dixson: Developed and tested the “hope into achievement” model (2017–2025). 

The National Museum and Center for Service

March 10, 2026 Paul Costello1 Uncategorized
Off

NMCFS_1_Crop-1900w.png

History

The National Museum and Center for Service began as a vision of Congressman Brian Baird. Everywhere he went, in local communities and around the world, Brian met people giving of themselves to help others — rescuing people from floods, treating diseases, feeding the hungry, teaching children, evacuating refugees or in countless other ways. No matter how hard the conditions, no matter the challenge or risk — as volunteers, in their work, or through charitable giving, Americans are at their very best when they engage in service. We have all benefited from service in our own lives and know of people from all walks of life who deserve to be recognized for their contributions to the community.  
Having seen so many powerful and moving examples, Brian realized that there is no place in our nation’s capital or any other community in the nation where we honor service in ALL its many forms. To fill that void, and to help inspire and unify our nation around our shared value of service, the National Museum and Center for Service was conceived — dedicated to creating a nationwide network of local service exhibitions and a signature national institution in a place of prominence near the National Mall in Washington DC.

Strength To Love- MLK : AmeriCorps Reflections

March 4, 2026 Paul Costello1 Uncategorized
Off

2022-2026 Member Marinobi Medrano

Reading Strength to Love by Martin Luther King Jr. helped me reflect more deeply on my role as an AmeriCorps member and the values that guide my service. King presents love not as a passive feeling, but as a deliberate and disciplined choice, one that requires patience, courage, and commitment, especially when working in communities facing inequity and hardship. As I reflected on his message, I realized how closely his vision of love aligns with the purpose of service and the everyday realities of my work with AmeriCorps Project CHANGE.

This image has an empty alt attribute; its file name is image-marinobi.png

One of the themes that resonated with me most was King’s emphasis on loving others through action rather than words alone. King explains that “Love is not a weak, passive thing. Love is a powerful force for social transformation” (King, 1963). In my service role, I support elementary and middle school students and teachers by helping to create supportive and inclusive learning environments. This work often requires flexibility, empathy, and consistent presence, especially when students are experiencing academic, emotional, or social challenges. King’s message reminded me that service grounded in love means showing up with patience and care, even when progress is slow or the needs are complex.

A particularly meaningful part of my service is using my first language, Spanish, to support students and families who do not speak English. In the classroom, I assist Spanish- speaking students so they can better understand instructions, feel included, and fully participate in their learning. Outside the classroom, I support families by helping them navigate school communication and access resources. Through my role with AmeriCorps Project CHANGE, I also support the Saturday School office as a Spanish liaison, working directly with non-English- speaking families to ensure they feel informed, welcomed, and supported. King’s words, “Love is the only force capable of transforming an enemy into a friend” (King, 1963), helped me recognize language access as a powerful act of love that builds trust and promotes equity.

This image has an empty alt attribute; its file name is Martin-Luther-King-I-have-a-dream.jpg

One experience that reflects King’s teachings occurred during my weekly support of Saturday School. I received a phone call from a mother who was frustrated because she believed her child had been removed from the program without explanation. The misunderstanding occurred due to unclear communication that was sent only in English. The mother felt excluded and unheard. Remembering King’s call for patience and understanding, I listened carefully, acknowledged her frustration, and calmly explained the situation in Spanish. I contacted the school to clarify the issue and ensured the family received accurate information in their language.

By responding with patience rather than defensiveness, the situation was resolved, and the mother expressed gratitude and relief. This experience reinforced King’s belief that love must be practiced intentionally, especially in moments of tension.

King’s message also resonated with me on a personal level beyond my AmeriCorps service. As a mother of two children, a wife, and a college student, I balance multiple responsibilities that can be emotionally demanding. There are moments of stress and exhaustion, yet King’s teachings remind me to choose patience over frustration and compassion over reaction. His belief that love requires discipline and self-control helps guide how I respond not only in my service work, but also within my family and academic life.

My children, especially my daughter, have been deeply influenced by my work as an AmeriCorps member. By seeing me serve students and families, my daughter has shared that she dreams of becoming an AmeriCorps member herself when she grows up. During MyScore card implementation, if she notices a student struggling to understand English, she naturally steps in to translate into Spanish. She once told me about a new student at her school who had recently arrived from another country and did not speak English at all. Her teacher encouraged her to support her classmate because she speaks Spanish fluently, and she expressed how much she enjoyed helping her peer feel understood and included. She explained that she likes supporting others because that is what she sees her mother do, helping students overcome language barriers so they can succeed academically and emotionally through social-emotional learning.

As a mother, I feel an overwhelming sense of pride watching my children, especially my daughter, demonstrate compassion and responsibility toward others. Seeing her confidently support her classmates by translating into Spanish reminds me that the values of empathy, inclusion, and service are taking root in her daily life. Through my work with AmeriCorps, I am not only serving students and families but also contributing to the community in which my children are growing up. I am helping to build a more inclusive and supportive environment, one where language differences are respected and where children feel seen and valued.

Strength to Love: Gift Edition: King Jr., Martin Luther: 9780800697402: Amazon.com: Books

Martin Luther King Jr. reminds us that “Life’s most persistent and urgent question is: ‘What are you doing for others?’” (King, 1963). By living this question through my service, I am helping create a community that offers my children, and others like them, a stronger foundation and a more
hopeful future.

Martin Luther King Jr. writes, “We are called to play the Good Samaritan on life’s roadside” (King, 1963). Watching my daughter live out this message reminds me that love is taught through example. My daughter also loves participating in Martin Luther King Jr. Day of Service and joining me when I help implement MyScore cards in different schools. Through these experiences, she is learning that service is an expression of love in action. On Fridays when there is no school, I sometimes take my son and daughter to our AmeriCorps meetings. They both enjoy coming to work with me and feel a sense of pride, belonging, and purpose as they observe a community of adults committed to service. These moments reinforce King’s belief that love, practiced consistently, has the power to shape future generations.

Another powerful takeaway from Strength to Love is King’s insistence that personal values must be connected to social responsibility. This idea became even more meaningful as I took on additional responsibilities and became part of the team leadership within the AmeriCorps program. As a team leader, I strive to model empathy, accountability, and commitment while supporting fellow AmeriCorps members. King’s message reaffirmed that leadership rooted in love is not about authority, but about service, humility, and shared responsibility for positive change.

MLK: 'What are you doing for others?' - McAfee & Taft

Despite addressing difficult realities such as injustice and human suffering, Strength to Love maintains a tone of hope that deeply resonates with me as an AmeriCorps member. This work can be emotionally demanding, but King’s belief in the transformative power of love reminds me why this service matters. His teachings encourage me to remain resilient, reflective,
and grounded in purpose.

In conclusion, Strength to Love strengthened my understanding of what it means to serve through the AmeriCorps Project CHANGE. Martin Luther King Jr.’s vision of love as a source of strength aligns closely with my work supporting students, teachers, and families through language access, advocacy, and leadership. This reflection has encouraged me to continue
approaching my service with compassion, patience, and a deep commitment to equity, recognizing that love, expressed through consistent and intentional actions at the heart of meaningful community service.

AmeriCorps Recognizes UMD School of Public Policy

March 3, 2026 Paul Costello1 Uncategorized
Off

school badges

We are thrilled to announce that The School of Public Policy has earned the distinction of being named an AmeriCorps School of National Service (SNS). This recognition comes by way of the Graduate Certificate in Nonprofit Management and Leadership (CNML), led by The Do Good Institute. SNS designation is awarded to post-secondary institutions that incentivize Americorps alumni to continue to make significant impact, and celebrate the invaluable contributions they make in driving positive social change across the nation.

AmeriCorps is a federal agency that promotes service and volunteerism throughout the country, enlisting individuals of all ages and backgrounds to dedicate their time to addressing the nation’s most pressing challenges and strengthening communities.

As a newly named SNS, the CNML program will offer four applicants who have completed service with AmeriCorps $3,000 in fellowship funding towards the Graduate Certificate program. This funding can be used to supplement the student’s Americorps Segal Education Award. Recipients of this funding will also automatically be named as Nonprofit Management and Leadership fellows. 

“Through the CNML program, we empower nonprofit leaders to lead boldly, serve with purpose, and drive meaningful change. We look forward to continuing this important work and expanding our reach as a hub for service-driven leadership with Americorps alum,” shared Ebonie Johnson Cooper, Faculty Director, Nonprofit Executive Education and Training.

In addition to this financial support, the fellows will benefit from professional development opportunities, specialized networking events and a cohort of like-minded changemakers. These resources will empower them to advance their careers in nonprofit management and leadership.

The Do Good Institute remains committed to supporting AmeriCorps alumni and students by equipping them with the knowledge, skills and connections necessary to thrive in the nonprofit sector. This is a unique opportunity to build upon the service-driven foundation they’ve already established and continue to amplify the powerful impact of AmeriCorps members across the country.

https://dogood.umd.edu/news/americorps-recognizes-umd-school-public-policy

State of the Nation: National Malaise Continues

March 3, 2026 Paul Costello1 Uncategorized
Off

Line Chart: Americans' average satisfaction with U.S. conditions.
The Data: Each January, as part of its Mood of the Nation poll, Gallup asks Americans whether they are satisfied or dissatisfied with a battery of national conditions, offering a public “state of the union” measured ahead of the president’s address to Congress. In January 2026, an average of 36% said they were very or somewhat satisfied across 25 aspects of the country, the numerically lowest reading in the poll’s history dating back to 2001.

The Trend: For two decades, average satisfaction with these national conditions stayed within a narrow band, fluctuating between 42% and 49%. It fell to 40% in January 2021 and has declined further since.Read More
2. Nation’s Satisfaction List
The Data: In January 2026, majorities of Americans said they were very or somewhat satisfied with just four of the national conditions measured in Gallup’s Mood of the Nation poll: U.S. military strength and preparedness (72%), overall quality of life (63%), the nation’s security from terrorism (59%), and the position of women in the country (53%). On the other end, very few Americans report being satisfied with taxes (22%), the size and influence of corporations (22%), public education (22%), the moral and ethical climate (20%), or efforts to deal with homelessness (17%).

Party Differences: Republicans’ satisfaction exceeds Democrats’ on nearly every measure, with the widest gaps on the nation’s role in world affairs (65 percentage points), laws and policies on guns (57 points), opportunities to get ahead through hard work (60 points), and the economy (55 points). The only condition drawing majority-level satisfaction across all party groups is U.S. military strength, though the share satisfied differs by party. Independents fall between the two parties on most measures, but their ratings on the economy, world affairs, and race-related issues are closer to Democrats’ than to Republicans’.Read More
3. Post-Financial Crisis, Long Road to Recover Confidence
The Data: In 2025, a median of 63% of adults across the 25 countries most affected by the 2008 global financial crisis said they have confidence in their financial institutions or banks. This confidence matches the median for the rest of the world for the first time and marks a new high for the group of countries.

The Recovery: Confidence in banks among these 25 countries stood at 57% before the crisis, fell to 40% in 2009 after the collapse of major financial institutions, and reached a record low of 37% in 2012 during the eurozone crisis. Confidence rose gradually after that, nearing pre-crisis levels in 2020 before climbing notably in 2025.Latest Data
4. Back to Black: Confidence Recovers in Hard-Hit Nations
The Data: In eight of the countries most affected by the 2008 financial crisis, including the Czech Republic, Japan and Germany, confidence in banks now exceeds their pre-crash peaks by least five percentage points. Seven others are within five points of those highs.

Country Differences: Nine countries have not recovered to pre-crash levels, with confidence remaining at least five points lower. Belgium, Spain, Greece and the United States posted 2025 figures at least 14 points below their pre-crash highs.See All Countries
5. U.K. Ranks First Globally in Naming Immigration as Top Problem
The Data: In 2025, 21% of adults in the United Kingdom named immigration as the most important problem facing their country, the highest share of any country among 107 surveyed in Gallup’s inaugural World’s Most Important Problem report. Globally, a median of just 1% cited immigration as their country’s biggest issue.

More Context: Six other countries had at least 11% of adults naming immigration as their top national problem, including the Netherlands and Cyprus (13% each), Portugal and Malta (12% each), and Ireland and the Dominican Republic (11% each). It is not the most frequently cited problem in any of them. Globally, economy-related problems (23%), work (10%), politics (8%), and safety and security (7%) rank as more commonly cited concerns.See Full List

https://app.e.gallup.com/e/es?s=831949997&e=4439393&elqTrackId=efd74c1a1b7a40299e524d6e5aa03bea&elq=5364b75c71964faea9956a609c814b47&elqaid=16129&elqat=1&elqak=8AF5954EC9F7E096B791ABB09DA8C3726BB17012DFDAE6EB437E08FDE52AE3315048

Insights From the Student Experience, Part I: Emotional & Mental Health

February 13, 2026 Paul Costello1 Uncategorized
Off

Strategies to Prioritize Student Mental Health - The Pathway 2 Success

From Youth Truth

The data come from 222,837 students at 845 schools across 20 states, and their responses are a resounding confirmation that mental health is a prevalent concern among youth themselves. And student responses show that we should all be concerned about the intersection of mental health and equity as some groups of students are especially in need of informed action. Youth express a collective desire – they even demand – that adults involve them in creating a more responsive education system so that they can, as one student put it, “find our way back to loving learning.”

SECTION 1: OBSTACLES TO LEARNING

“Depression, stress, and anxiety” is the most prevalent obstacle to learning for secondary students at every grade level, six through twelve. The overall percentage of secondary students who identify “getting picked on or bullied” as an obstacle to learning drops from grades six through twelve; however, LGBTQ+ middle and high school students report at double the percentage of their peers that bullying is an impediment to learning.

SECTION 2: THE HAPPINESS GAP

The percentage of children and youth who feel happy about their lives declines from grades three through twelve. At every grade level there is a gender happiness gap as a larger percentage of boys report feeling happy about their lives than their classmates who identify as female or non-binary.

SECTION 3: GETTING HELP

Just over one in five middle and high school students report that they have accessed a school counselor, a therapist, or a psychologist when they are feeling upset, stressed, or having a problem. Fewer than half of middle school students and just over a third of high school students agree that their school has services or programs that help them when they are upset, stressed, or having problems.

SECTION 4: TALKING TO SOMEONE

The percentage of elementary students who report that they have an adult they can talk to at school when they are upset drops steadily from third grade (61 percent) to fourth grade (55 percent) to fifth grade (50 percent). Fewer than half of secondary students, regardless of grade level, gender, race, or LGBTQ+ status, report that they have an adult at school they can talk to when they feel upset, stressed, or have a problem.

https://youthtruth.org/resources/insights-from-the-student-experience-part-i-emotional-mental-health/?gad_source=1&gad_campaignid=22913521860&gbraid=0AAAAADollKnEsHPs4Tmzs4QHGwdiITlIT&gclid=CjwKCAiAtLvMBhB_EiwA1u6_Pm3qDaCq5pHrPY7Z8uBz_ANuxoPjASMwU580DcD79Wy66NltnuWE_xoC-jkQAvD_BwE

‘It’s not enough’: Montgomery Co. faces high student-to-counselor ratios despite mental health push

February 13, 2026 Paul Costello1 Uncategorized
Off

There is Not Enough of Me To Go Around': Schools Need More Counselors | NEA

Kate Ryan | kryan@wtop.comNovember 17, 2025, 7:22 PM

More than 6,000 students in the Montgomery County Public Schools system receive a variety of mental health programs and services funded by more than $9 million in Maryland grant money.

On Monday, school leaders held a news conference at Quince Orchard High School to hear more about the services provided to students through the Maryland Community Health Resources Commission grant.

While parents might assume that the school system’s more than 160,000 students have their mental health needs met by school psychologists and counselors, school officials said that’s not the case.

Christina Connolly-Chester, the director of psychological services for Montgomery County Public Schools, said Monday, “When we talk about the ratios of school counselor, the national ratio should be 1-to-250.”

But, it’s significantly more than that at the county’s elementary schools, she said.WTOP’s Beer of the Week: 3 Fonteinen Zenne y Frontera LambicWTOP’s Beer of the Week: 3 Fonteinen Zenne y Frontera Lambic

“For a school psychologist, it’s 1-to-500 — but at MCPS, it’s 1-to-1,700 students,” she said. “It’s not enough.”

Montgomery County schools Superintendent Thomas Taylor said tending to the needs of students “is a team sport” that calls for tapping on the expertise throughout the community “as we take care of the whole child.”

“Over 90% of those who are being served — and their families — recognize the benefit that comes from this work and this partnership,” Taylor said, adding that the school system does see “a marked improvement” in student outcomes as a result of the services provided.

That’s why school, state and county officials were highlighting state funding that fuels programs, such as “Encuentros,” described by the nonprofit organization Identity as “peer-led emotional support groups” that serve target Latino students.

Paola Gomez, a junior at Quince Orchard, said the program helped her see that other students had struggles just like hers.

“Honestly, it has really helped me. Starting in my freshman year, my grades were really bad,” she said.

Now, Gomez said, her grades have improved, and she’s looking forward to applying to colleges and exploring her future.

Gomez said the key to the program is the peer-based approach.

“This just involves more students at a personal … level where you can communicate with other students your age that a counselor can’t do. Because they’re not in a student environment; the students themselves are,” she said.

Maria Fernanda Ruedas, an 18-year-old senior in the Encuentros program, spoke in Spanish about her experiences in the program.

Ruedas said through a translator that she’d been in the Encuentros program for two years.

Being a youth-peer leader has really benefited Ruedas, and it has helped her provide support to her peers, said Identity’s Carolyn Camacho for Ruedas.

“The sessions provided content that was very beneficial to her, and now as youth peer leader, she’s very grateful” for the opportunities to serve other students, Camacho said.

Montgomery County Council member Will Jawando spoke about the importance of the emotional supports offered — not just to children, but to their families — through the variety of mental health programs.

Jawando pointed to an experience his family had Monday morning when his own son felt overwhelmed with emotions and had a “breakdown” and didn’t want to go to school.

“We had to go through breathing exercises that I learned through the counselors at MCPS,” Jawando said, noting his son was able to get back on track and head off to school.

While the focus of the morning’s event was on the positive, Maryland State Sen. Cheryl Kagan sounded a note of caution, saying it’s good to celebrate the successes of grant programs, but the state is still facing a $1.4 billion shortfall heading into the General Assembly session that starts in January.

“The reality is, that there are going to be a lot of scissors cutting budgets, and we’re going to be facing some pretty tough times,” Kagan said.

After the event, Kagan predicted “an excruciatingly challenging session” in Annapolis due to federal cuts that affect the state budget and the programs that the budget funds.

Get breaking news and daily headlines delivered to your email inbox by signing up here.

© 2025 WTOP. All Rights Reserved. This website is not intended for users located within the European Economic Area.

Kate Ryan

As a member of the award-winning WTOP News, Kate is focused on state and local government. Her focus has always been on how decisions made in a council chamber or state house affect your house. She’s also covered breaking news, education and more. kryan@wtop.com

Montgomery County’s Youth Mental Health Crisis Is Getting Worse—Here’s How Local Leaders Are Stepping Up in 2025

February 13, 2026 Paul Costello1 Uncategorized
Off

Maryland Youth Mental Health Access Falls Short - Cover Image

From Fox Homes

Montgomery County isn’t waiting for a federal directive to solve what is shaping up to be a generational emergency. Youth mental health—particularly among immigrant and Latino youth—is in sharp decline according to Kate Ryan of the WTOP News. In 2025, the numbers tell one story, but behind them are kids, families, and communities struggling to access the care they need.

This isn’t a slow-burn crisis anymore—it’s flashing red. And in Montgomery County, Maryland, local leaders are doubling down on efforts to bring real, sustainable change to how young people access mental health care.

Maryland Youth Mental Health Access Falls Short—Montgomery County Takes Charge

In a revealing Office of Legislative Oversight (OLO) report released on June 17, data confirmed what many already suspected: youth in Maryland are falling behind when it comes to mental and behavioral health care access. The state ranked an impressive sixth nationally in adult access to care back in 2021—but dropped to 31st when it came to its youth.

In a time when the nation faces a broad behavioral health crisis, the disparity between adult and youth access raises tough questions—and Montgomery County officials are actively seeking answers.

That’s not just data—it’s a wake-up call. And Montgomery County is answering it by investing in immediate and long-term strategies that prioritize access, equity, and empathy.

Inside the Data: Why Youth Mental Health in Montgomery County Is a Growing Crisis

  • Maryland needs 32,800 additional behavioral health professionals by 2028 just to meet current demand statewide.
  • Local providers are reporting dramatic increases in cases of anxiety and trauma among school-aged children.
  • Immigrant and Latino youth are especially vulnerable, citing rhetoric-driven anxiety and cultural displacement as core stressors.

Montgomery County Council President Kate Stewart didn’t sugarcoat the situation. She noted that the increase in reported cases is particularly severe among underserved communities—including newly arrived immigrant families and Latino children. “They are seeing more in their work,” she said, referring to front-line providers across the county.

County Councilmember Gabe Albornoz added that many of these children are feeling the weight of both systemic barriers and emotional trauma. “It’s not just academic pressure anymore. It’s fear. It’s loneliness. It’s the stress of trying to navigate two worlds,” he explained.

The Role of Montgomery County Schools in Youth Mental Health Access

One of the most critical access points for youth mental health care is the school system. Schools often function as front-line mental health providers. School psychologists, counselors, and social workers are often the first to recognize signs of mental distress in students.

But here’s the catch—when school lets out for summer, those support systems often vanish. That’s where Montgomery County’s cross-departmental strategy kicks in.

Albornoz emphasized the importance of maintaining continuity of care year-round. “When that school bell rings for the last time in June, it shouldn’t be the last time a kid has access to a counselor or support system,” he said.

School counselors like Ms. Devon Hart from Wheaton High School say she’s never seen anything like the last few years. “It’s not just isolated kids anymore. Entire friend groups come in overwhelmed,” she shared. “We used to see stress peaks around exams. Now, it’s constant.”

Montgomery County’s Recreation Centers Step In With Mental Health Support for Teens

The Montgomery County Recreation Department is stepping into that summer gap with urgency and innovation.

Acting Director Adriane Clutter highlights a teen-focused initiative: “Vibe Check.” Designed around peer-to-peer support, the program creates safe spaces for teens to talk, decompress, and receive “mental health first aid” training.

“It’s about more than just keeping kids busy during summer,” Clutter explained. “We’re giving them the tools to support themselves and each other. This is life training.”

Why Peer-to-Peer Mental Health Support Works

  • Peer interactions reduce stigma associated with seeking help.
  • Teens open up more readily with people their own age.
  • Programs like Vibe Check promote early intervention and emotional literacy.
  • They also cultivate empathy and leadership skills among participants.

High school junior Maya Velasquez, a Vibe Check participant, put it best: “We’re the ones who see each other struggling first. It means something when we know what to say and how to help.”

Latino and Immigrant Youth in Montgomery County: Targeted Mental Health Outreach

Montgomery County’s strategy recognizes that one-size-fits-all doesn’t work in behavioral health. Latino youth in particular often navigate additional emotional burdens tied to language barriers, identity struggles, and systemic inequities.

Albornoz and Stewart have both emphasized a need for culturally responsive care models—ones that include bilingual counselors, inclusive programming, and parental engagement workshops tailored to immigrant families.

Community liaison groups and health navigators are being deployed to bridge the communication gaps. These efforts are crucial for building trust and breaking down the stigma surrounding therapy and mental wellness in certain cultures.

Workforce Gaps Threaten Progress—Here’s the County’s Plan to Address It

The mental health workforce shortage looms large. Montgomery County knows it cannot close the access gap without solving the staffing crisis.

Through partnerships with local universities and nonprofits, the county is helping to subsidize graduate-level training for future mental health professionals. Scholarships, internship pathways, and licensing fee waivers are on the table for those willing to serve in high-need areas post-graduation.

In 2025, this isn’t just an HR problem—it’s a public health priority.

What’s Next: Montgomery County’s Vision for Mental Health in 2025 and Beyond

Montgomery County’s vision isn’t piecemeal—it’s comprehensive and long-range. Here’s what the next phase of action includes:

  1. Massively expand the behavioral health workforce through county-incentivized programs.
  2. Create a centralized Youth Behavioral Health Services Hub that coordinates support across schools, health clinics, and rec centers.
  3. Invest in telehealth and hybrid models to increase rural and after-hours access.
  4. Develop data dashboards to track teen mental health outcomes and service usage in real-time.
  5. Launch multilingual, trauma-informed community education campaigns about accessing care and reducing stigma.

As Kate Stewart puts it, “We are not just treating mental illness. We’re building a system of mental wellness—one that doesn’t end when a school day does.”

Comparing Counties: Why Montgomery’s 2025 Mental Health Blueprint Matters

While other counties across Maryland have acknowledged the youth mental health crisis, Montgomery is setting itself apart by combining data, cultural insight, and year-round strategy.

For instance, neighboring counties like Prince George’s and Frederick have only just begun integrating peer-support models, while Montgomery is refining and scaling what it’s already tested.

This gives the county a valuable leadership role in shaping statewide policy and potentially influencing future legislation on youth behavioral health funding.

Final Thoughts: A Call to Action for Maryland and Beyond

Maryland’s drop to 31st in youth mental health care access isn’t a statistic Montgomery County is willing to accept. By embracing holistic, youth-first, and culturally-informed strategies, the county is proving that bold local leadership can do what bureaucracy often fails to—act quickly, compassionately, and with the future in mind.

Montgomery’s approach isn’t perfect, but it’s powerful. And in a time when mental health is often politicized or pushed to the side, that kind of moral clarity and operational courage is exactly what young people need.

Frequently Asked Questions (FAQs)

  1. What is the youth mental health crisis in Montgomery County about?
    A 2025 report from the Office of Legislative Oversight shows increasing mental health challenges among Montgomery County youth, especially among immigrant and Latino communities.
  2. How does Maryland rank in youth mental health care access?
    While Maryland ranked 6th for adult access in 2021, it ranked 31st for youth access—highlighting a statewide gap that Montgomery County is now aggressively addressing.
  3. What is Montgomery County doing to support youth mental health?
    The county is expanding programs across schools and recreation centers, including initiatives like “Vibe Check,” which offers peer-to-peer support and mental health first aid training for teens.
  4. Why are Latino and immigrant youth a focus in Montgomery County’s strategy?
    These communities face unique stressors such as cultural displacement and political anxiety. Leaders like Kate Stewart and Gabe Albornoz are pushing for more culturally responsive care options.
  5. What is the Vibe Check program?
    “Vibe Check” is a mental health program for teens that emphasizes peer support, open dialogue, and early intervention through mental health first aid. It’s hosted at county recreation centers.
  6. How many mental health professionals does Maryland need by 2028?
    According to the report, the state will require 32,800 additional behavioral health professionals to meet the demand for mental health services.
  7. What happens when school is out for the summer?
    The Montgomery County Recreation Department leads efforts to ensure mental health programming continues during summer months through community centers and alternative programming.
  8. How is Montgomery County supporting the mental health workforce pipeline?
    Through scholarships, training partnerships with universities, and local incentives for new behavioral health professionals serving in underserved areas.
  9. Can other Maryland counties adopt this model?
    Yes. Montgomery County’s comprehensive 2025 strategy provides a replicable framework for cross-agency coordination, peer support, and culturally responsive care.

https://www.foxessellfaster.com/blog/montgomery-countys-youth-mental-health-crisis-is-getting-worseheres-how-local-leaders-are-stepping-up-in-2025/

MCPS 2024-5 Annual Report

February 13, 2026 Paul Costello1 Uncategorized
Off

https://www.montgomeryschoolsmd.org/annualreport/2024-2025-annual-report/