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Students describe peer-led wellness centers as ripple effect for mental health support
Summary
Five student wellness peers from across Ventura Unified told the board their programs build peer leadership and lower barriers to mental-health supports; staff said grant funding has been reduced and general funds now cover half of operating costs for this year.
Five students from four Ventura Unified schools told the district governing board on Aug. 27 about how peer-led wellness centers are being used to reach classmates and connect them to counseling and resources.
Emily Sagero, a wellness peer at Data Middle School, said peers lead stress-management activities, mindfulness sessions and lunchtime events that make the center less intimidating for students who have not visited before. "The wellness center is an important place to me because I can always go to talk to Miss Salas when I need to talk about a problem," she said.
Maline Pierce of Buena High School described the program as sustained, participatory work rather than occasional one-off events. "Being a peer is about being a part of the community all while leading in the wellness center," she said, adding that the program emphasizes "servant leadership" and teaches students to both lead and learn.
Other student speakers shared concrete metrics and activities: Finn Alamin of Foothill Tech said Foothill had about 9,300 wellness-center visits last year (roughly 62% of the campus population visited) and that 12 wellness peers volunteer about four hours per week. He noted the program’s regional partnerships and training opportunities, including presentations at the Ventura County Office of Education equity conference and at state NAMI events. Students described programming such as mindful-Monday tips on Instagram, sound baths, drum circles and plans for breath-work training.
Board members asked students how peers are selected and whether participation is for credit. Students described an application process that typically uses a Google form and an interview; most sites do not award class credit but do record community-service hours and often schedule peer work during lunch or free periods. Katie McCarol, director of therapeutic and behavioral services, confirmed the district intentionally uses lunch or free periods to reduce class disruption.
Funding and sustainability were a central focus. In response to a trustee question, McCarol and Superintendent Dr. Antonio Castro said district high-school and middle-school wellness-center programs had previously received a grant but the current year is covered with about half the original grant amount; the remainder has been shifted to general-fund dollars. "We do have half of the original full grant amount for this remaining year — half grant funds and half general funds," McCarol said, and Dr. Castro noted that the shift makes the program a general-fund expenditure going forward.
Trustees and several public commenters praised the students’ presentations and urged continued investment and clearer messaging so more students know the centers exist. Board members asked staff to return with further detail on program funding and measures of impact.
The board did not take formal action on the wellness centers at the meeting; the presentation concluded with applause and a request for written follow-up on funding and outcomes.
