Whether it be the seemingly never-ending stream of assignments, rigorous courses, mountain of extracurriculars or anxiety regarding life after finishing school, it’s not hard for students to quickly become overwhelmed and sucked into a world of stress as a result of school. In fact, it is inevitable and much more common than not, which is why people like school counselors offer support systems within Montgomery County schools. However, school counselors are not the only people who are pillars for students – so are school psychologists. Oftentimes, we vaguely acknowledge school psychologists and at times invalidate their importance and need in schools, but school psychologists are undoubtedly crucial in schools. They provide a different perspective and take on what may seem like the constant, repetitive discussion of healthy mental well-being. The Montgomery County Public Schools website states just this, as school psychologists are equipped with the “ability to apply psychological, mental health and child development approaches within the schools.”
Dr. Carolyn Y. Baldwin is the assigned school psychologist at Thomas S. Wootton High School. She has worked for Montgomery County Public Schools for 21 years and has been at Wootton for the past four years. With a Ph.D. in Psychology, she also has a background in Neuropsychology. In an interview, Dr. Baldwin expressed that school psychologists “are here to help all students but often stand out with those students who present the biggest challenges in the academic setting.” Although school counselors and school psychologists have similar jobs, the difference is in training. School counselors help in regards to student wellbeing, but also assist students with course scheduling, college counseling, mapping out future academic life, etc. On the other hand, MCPS school psychologists are a part of the Department of Psychological Service in Central Office but each school has an assigned psychologist in some way or another. School psychologists analyze problems and assist with finding solutions as a way of pinpointing multiple or alternative ways to support student needs in the classroom.
“We do assessments, counseling, consulting, problem-solving, team building, interpret behavioral data, and we are integral to team meetings,” Dr. Baldwin said. Dr. Baldwin’s room has low lighting with two comfortable chairs surrounding a small table in the middle of the room. She had inspirational quotes, paintings, and a poster of the anatomy of the brain plastered on the walls. Her room was welcoming, a safe haven within the school’s otherwise strict classrooms. “I don’t force students to talk,” said Dr. Baldwin. “I’m available and try to be a reasonable ear for students, parents, and teachers to problem solve. There are enough talking points around the office to use as sentence starters. For example, a student might come in and not know where to begin and look at the environment and start to ask, ‘hey, what’s that painting about?’ or ‘hey, what does this quote mean?’ The whole point is to put whoever comes into the office at ease and redirect their thoughts so that they can begin to process the problem they came in with.”
Dr. Baldwin initially worked in the MCPS Central Office’s placement unit, supporting students with disabilities. “I remember working with parents of students on the Autism Spectrum at times feeling lost about being able to identify the strengths of their child’s learning profile,” she said, “and somehow I was able to analyze certain behaviors the student was exhibiting and through that analysis and the necessary assessments, I was able to build trust with the family and be able to help them look beyond the immediate obstacles they saw to see the totality of the situation and the student. I am on the outside of the situation and as such, I have a subjective view that I believe helps parents, teachers, or whomever else is working with the student to see the student from a different point of view. My objective is not to do what you can already do or show you what you can already see, but rather to help you see things you didn’t know to look at; to shift those things you did look at to see a different perspective.”
In recent years, and especially after the COVID-19 pandemic, MCPS has seen a rise in the shortage of staff, a shortage that has unfortunately hit the staff in the Department of Psychological Services hard. There are still consistent shortages throughout the district with bus drivers and substitute teachers, and for psychologists, these shortages limit their capabilities in schools. With the continued need for mental health support and an increased need for awareness about social-emotional learning, school psychologists are and will continue to be of utmost significance in MCPS schools.
“The needs of the county over the years have intensified and have gotten greater,” Dr. Baldwin said. “There are many complex issues being presented daily and I believe the county benefits from the support offered by school psychologists and because of this, there needs to be more of us.”
Written by Pragna Pothakamuri of Thomas S. Wootton High School