In schools across Nye County, a dedicated team of mental health professionals is making a profound impact—one student, one conversation, one connection at a time. These social workers, licensed counselors, and community health workers serve as a vital part of the educational ecosystem, helping students navigate not only academics but the complex emotional and social challenges of growing up. Their commitment ensures that every child has the opportunity to thrive—not just in the classroom, but in life.
At Rosemary Clarke Middle School, Alicia Lewis, Licensed Clinical Social Worker (LCSW), has made it her mission to create a space where students feel seen and heard. “Middle school is a pivotal time for identity development, peer relationships, and emotional regulation,” Lewis said. “Many students are experiencing anxiety, grief, or changes at home that can affect their ability to focus and participate. We’re here to support the whole child, not just their academic needs.” Lewis supports 1,005 students and sees a wide range of issues, from social isolation to self-harm/suicidal ideation and family trauma. She often works one-on-one with students, facilitates group sessions around peer conflict and emotional regulation, and collaborates with teachers on behavior intervention plans. Lewis notes that stigma is still a challenge, especially among students who worry about being labeled. “We work hard to normalize mental health support—this isn’t about being ‘broken,’ it’s about learning how to cope, process, and grow,” she explained. By making her office an open, judgment-free zone, she’s seen students become more willing to seek help and even advocate for one another.
Across several Nye County schools, one initiative helping to shift the culture around mental health is Hope Squad, a peer-led suicide prevention program that has been implemented to great effect. The program empowers students by training peer-nominated classmates to recognize warning signs, support fellow students, and encourage them to seek help from trusted adults. Members of the Hope Squad are seen as approachable and empathetic, often becoming a first point of contact for their peers who are struggling. Statistically, students are far more likely to confide in a friend than an adult when they are experiencing emotional distress, which makes peer-led support a critical component of prevention. Mental health professionals in the district, including school social workers and counselors, oversee the training and ongoing guidance of these student leaders. “Hope Squad gives students a voice and a responsibility to look out for one another,” Candice Mitchell explained. “It breaks down stigma by promoting the message that it’s okay to not be okay—and to talk about it.” The program also fosters a culture of inclusion and support, with regular activities and awareness campaigns aimed at promoting kindness, connection, and mental health literacy. While staff members remain the primary support, Hope Squad has proven to be an invaluable bridge between students and the help they need—sometimes before a situation escalates into a crisis.
Sierra McKillips, Licensed Clinical Social Worker (LCSW), serves the young learners at Manse Elementary and is passionate about early intervention. “We’re laying the foundation for emotional well-being that students will carry with them for the rest of their lives,” she explained. With more than 500 students on campus, McKillips sees everything from separation anxiety and developmental delays to family instability and behavioral issues. “A lot of my day involves teaching coping skills—how to name your emotions, how to handle disappointment, how to take turns and be kind,” she said. She often uses play-based therapy and SEL (social-emotional learning) tools, such as feelings charts and mindfulness exercises. While some parents are hesitant at first, fearing judgment or misunderstanding about mental health services, McKillips works to build trust and explain the long-term benefits. “Parents are often surprised at how much their child opens up. It’s rewarding to see those lightbulb moments,” she said. Her goal is to empower students early so that by the time they reach middle school, they already have the tools to manage conflict and emotional challenges.
At Pahrump Valley High School, Licensed Clinical Professional Counselor (LCPC) Candice Mitchell knows that teenagers face a wide range of stressors, from academic pressure to relationship conflicts and even trauma. “High schoolers are at a point where they are balancing enormous responsibilities and big emotions,” Mitchell said. “Our job is to normalize mental health support. We want them to know that it’s okay to talk to someone, that there’s no shame in seeking help.” Mitchell, who serves a student population of roughly 1,250, works with students experiencing everything from depression and suicidal ideation to substance use, identity concerns, and grief. She’s developed a trauma-informed counseling approach that includes both crisis intervention and ongoing therapy. Mitchell also works with teachers to identify warning signs and provides professional development on mental health awareness. “There’s still stigma, especially among teens who think asking for help makes them weak. But we’re changing that—slowly but surely,” she said. She makes a point to keep her door open and visible to encourage students to drop in and begin the conversation.
Working alongside Mitchell at PVHS is Kaylee Harker, Licensed Social Worker (LSW), who emphasizes the importance of building trust. “Sometimes a student just needs one adult they feel safe with. That one relationship can be the turning point,” Harker said. She manages a high caseload, often working with students in crisis situations involving abuse, neglect, bullying, or serious mental health concerns. “I often help students develop safety plans, connect with outside therapy or community resources, and navigate some really difficult situations,” she said. Harker focuses on empowering students with practical strategies like grounding techniques for anxiety and journaling exercises to process trauma. She’s also been instrumental in connecting students to wraparound services, including food assistance and housing support. “A lot of our students are dealing with more than what meets the eye. We’re here to be that consistent support system,” she said.
In Amargosa Valley, Ava Proulx, Clinical Social Work Intern (CSW-I), covers a wide age range in a smaller rural setting, which brings its own unique challenges and opportunities. “Being in a rural area means I get to know entire families, not just individual students,” Proulx said. She serves approximately 109 students from kindergarten through eighth grade and regularly addresses concerns such as behavioral challenges, ADHD, parental separation, and emotional regulation. “I use a lot of art-based interventions, drawing and visual tools to help kids communicate their feelings,” she said. Accessibility to outside services is limited in the region, which makes Proulx’s role even more essential. “We don’t have a lot of local therapists or programs, so I’m often the first and sometimes only mental health support they’ve had,” she explained. Despite some lingering community hesitance around mental health care, Proulx finds that when families see the positive change in their children, they become more open to continued support.
At J.G. Johnson Elementary, Brionna Moore, Clinical Social Work Intern (CSW-I), serves as the school social worker, supporting a student population of approximately 517 children. Since joining the campus full-time in October 2023, Moore has quickly become a critical part of the school’s support system, particularly for its high-need student population. “JG is unique in that we serve a lot of families with various need, presenting a wide range of challenges,” Moore explained. Much of her day is spent responding to crisis situations—ranging from peer conflicts and behavioral outbursts to suicide assessments and assisting staff with CPS reporting. “We’re in crisis mode almost constantly, so while we try to implement social-emotional learning (SEL), our focus often has to shift toward immediate needs,” she said. As part of her clinical internship, she has also begun incorporating formal mental health assessments and targeted services for students. In addition to her counseling responsibilities, Moore coordinates the school’s Positive Behavior Intervention and Support (PBIS) program, oversees non-special education behavior plans, and plays a key role on the school’s RTI (Response to Intervention) behavior team. She regularly consults with teachers to develop classroom strategies for students struggling with behavior. “It’s a lot sometimes, but I truly love it,” she said. Previously split between Floyd and Hafen Elementary, Moore now finds fulfillment in being able to focus solely on the needs of J.G. Johnson’s students. “This role has given me the opportunity to really dig in and make an impact.”
Angela Rhodes, Licensed Social Worker (LSW), serves students through the district’s Pathways program, which offers an alternative learning environment for students who may struggle in traditional classroom settings. “A lot of our students have experienced trauma or have mental health diagnoses that require a different kind of support,” Rhodes said. “We focus on relationship building, restorative practices, and individualized plans that support both academic growth and emotional well-being.” With a smaller student body of around 150, Rhodes is able to work intensively with each student. “I help them reframe their experiences, set goals, and learn to regulate emotions in a constructive way,” she said. Many of her students face stigma even within their peer groups. “We’re working to dismantle that. These are incredible kids who’ve been through a lot—they just need the right environment to succeed.”
Jamie Grimes, Community Health Worker (CHW), serves as the sole mental health and wellness support staff in Round Mountain, a rural K–12 school with approximately 250 students. Despite the smaller overall student population, Grimes manages a wide array of responsibilities spanning all grade levels—from young elementary learners to graduating seniors. “We’re a unique little community up here,” she said. “I try really hard to split my time evenly between the littles and the bigs, but it’s definitely a challenge.” As the end of the school year approaches, Grimes often focuses heavily on transitional support. She helps fifth graders manage the anxiety of moving into the upper grades and provides emotional guidance to seniors facing the fear of leaving their close-knit hometown and stepping into the larger world. “There’s a lot of fear at both ends—kids leaving their comfort zones,” she explained. Beyond direct student support, Grimes works closely with families and provides one-on-one engagement with parents, often serving as a liaison between home and school. Grimes singlehandedly manages everything from emotional support and behavior concerns to helping with scheduling and academic advisement. “It’s just me up here, handling everything that comes through,” she said. “Even though our numbers are smaller, it feels like a lot. But I’m grateful for the opportunity to support these students and families—it’s a role I truly value.”
Over at Floyd and Hafen Elementary, Monique Fisher, Community Health Worker (CHW), brings a proactive and collaborative spirit to her work. “We’re working with students during some of their most formative years,” Fisher said. She serves a combined population of approximately 1,000 students across both campuses and focuses on social-emotional development, family outreach, and wellness education. “By supporting their emotional health early on, we’re setting them up for future success,” she explained. Fisher regularly partners with teachers to implement classroom lessons about kindness, empathy, and mindfulness. She also helps families enroll in public assistance programs and find local counseling services when needed. “There’s still some stigma, especially culturally, about talking to someone. But when parents see how much better their child feels, those walls start to come down,” she said.
In addition to their work with students and families, these mental health professionals play a critical role in supporting school staff. Many are part of behavior intervention or RTI (Response to Intervention) teams, meeting regularly with teachers to develop classroom strategies and individualized behavior plans. They help staff recognize early signs of emotional distress and provide guidance on how to respond appropriately to students in crisis. “Teachers come to us all the time for ideas on how to manage behaviors or engage students who are struggling,” they shared. They also coordinate PBIS—Positive Behavioral Interventions and Supports—a school-wide framework that promotes consistent expectations, rewards positive behavior, and reduces disciplinary issues through proactive strategies.
Beyond their work with students, these professionals are also a vital support system for staff members facing their own mental health challenges. Educators often turn to them to process difficult situations, talk through burnout, or seek help navigating the emotional toll that comes with teaching. “We’re here for the adults, too,” Lewis said. “Sometimes they just need someone to listen—whether it’s about a student, a stressful day, or something happening in their personal life.” By offering a safe, confidential space for staff to decompress and seek guidance, these professionals help build a culture of wellness that extends throughout the entire school. Their ability to support both students and staff contributes to a more resilient and compassionate school environment, where mental health is prioritized for everyone.
Together, these professionals form a safety net woven throughout Nye County’s schools, working daily to ensure no child slips through the cracks. Whether it’s a listening ear, a calm presence during a crisis, or a referral to critical outside services, these counselors, social workers, and community health workers are shaping lives in powerful, often unseen ways.
Their message is unified: mental health matters, and every student deserves support. By providing that support early and consistently, Nye County School District is not only improving academic outcomes—it’s helping to build a healthier, more connected, and more compassionate community.
