Amanda Hetrick, superintendent of the Forest Area School District in Tionesta, Pennsylvania, brings a wealth of experience in curriculum design, staff development, and education technology. Her leadership in a rural district spanning 500 square miles offers valuable lessons for educators navigating the complexities of technology, student mental health, and community engagement. In a recent episode of the Education Edge Leadership podcast, Hetrick shared her thoughts on managing cell phone use, integrating artificial intelligence, and fostering stronger ties between schools and communities. Here are three key themes that emerged from her conversation.
1. Balancing Technology Use While Protecting Mental Health
Hetrick highlighted the importance of balancing technology use in the classroom while addressing the mental health challenges that can arise from social media exposure. Forest Area School District has adopted a thoughtful approach to managing student cell phones, ensuring that devices remain out of reach during instructional time but accessible during breaks. This compromise acknowledges the concerns of parents in a remote district while promoting a more focused learning environment.
“We’ve looked really hard at cell phones and how that might be affecting the students and the way that they act and think,” Hetrick explained. “Our teachers developed a system where we just have a little pocket hanger, so students don’t have their devices during class but can check them on breaks and at lunchtime.”
Despite these efforts, Hetrick acknowledged that limiting access during school hours doesn’t fully address the pervasive impact of social media. “We’re seeing an explosion of mental health concerns,” she noted, adding that many of these challenges stem from the constant pressure teenagers feel to maintain a public persona online. Her district has responded by adding a social worker and an additional counselor to provide more support.
To further address these concerns, Hetrick emphasized the need to go beyond teaching ethical technology use and instead focus on helping students understand the deeper impact of social media on their mental health. “We haven’t necessarily looked so much at teaching them specifically about the impact of social media,” she said. “And I think we’re starting to do a better job of that.”
2. Embracing AI as a Tool for Learning and Critical Thinking
As artificial intelligence (AI) becomes more integrated into daily life, Hetrick views it as another tool—like the internet or calculators—that educators must help students use responsibly. While AI offers exciting possibilities, she stressed the importance of teaching students to critically evaluate AI-generated information and maintain ownership of their work.
“AI is fascinating,” Hetrick remarked. “Just like you used to have to cite what you found in a book, now you have to cite what you find on the internet. And if you’re going to use AI to assist with a repetitive task, you still have to read it and figure out if it’s actually telling you what you want people to know.”
Hetrick’s balanced perspective highlights the need to cultivate media literacy skills that go beyond fact-checking. Students must develop an understanding of how AI tools generate information and how to discern whether those results align with their goals. As she noted, this is not unlike previous moments in education history when new technologies raised concerns—such as when the internet first emerged or calculators became standard classroom tools.
3. Strengthening School-Community Connections to Shift Perceptions
Perhaps one of the most profound insights from Hetrick’s conversation was her commitment to fostering a strong connection between her district and the community. In an era where public education often faces criticism and skepticism, she believes that demonstrating the positive impact of public schools can help shift negative perceptions.
“We spend a lot of time trying to demonstrate the good things that we do with kids,” Hetrick said. “We try to collaborate where we can. We have a charter school nearby, and we encourage their kids to come and play the sports that we have that they don’t. We try to build those partnerships.”
Her district’s efforts to become a hub for the community have not gone unnoticed. “A lot of people in our community have actually said to me over the years, ‘We’re not used to the school being so involved or so connected to the community in that way,’” she shared. For Hetrick, this connection is essential. “When schools become community centers, communities can’t imagine how to live without you.”
Hetrick’s approach demonstrates that by fostering collaboration and transparency, schools can build trust and establish themselves as indispensable pillars of their communities.
Conclusion: A Model of Thoughtful Leadership
Amanda Hetrick’s insights offer a powerful blueprint for educators striving to navigate the challenges of modern education. By thoughtfully managing technology use, embracing AI as a learning tool, and strengthening community ties, she models a proactive, student-centered approach to leadership. As public education continues to evolve, her work serves as a reminder that when schools and communities work hand in hand, the results can be transformative.
Listen to our entire conversation with Amanda on Spotify, YouTube, and Apple Podcasts.