Kevin Scanlon, superintendent of the Three Village Central School District in Stony Brook, New York, isn’t just overseeing academic progress. He’s at the helm of a district committed to addressing some of the most pressing issues facing students today—particularly mental health.
The challenges young people face today are vast and often invisible, from the pressures of social media to the stress of academic expectations. For Scanlon, these aren’t just issues he’s aware of—they’re personal. He’s seen firsthand how struggles with mental health have impacted students and families in his district, and he’s doing something about it.
A Growing Crisis
Teen mental health is in crisis, and it’s not a trend that started with the pandemic. Kevin Scanlon is quick to point out that mental health issues in schools were on the rise well before COVID-19 hit. While the pandemic certainly intensified the situation, the underlying issues were already there: the impact of social media, the pressures of academic and social life, and family dynamics that have shifted in the last few decades.
Scanlon speaks candidly about how the digital age has altered the landscape for today’s students. “We’ve seen social media magnify many of the issues that kids face,” he says. “Bullying, racial issues—90% of our disciplinary challenges are linked to online behavior, where kids feel they have a sense of anonymity. But that anonymity is an illusion, and the consequences are real.”
It’s a startling reality: a seemingly harmless post or an inappropriate photo can quickly spiral out of control, with lasting consequences for a student’s reputation. This digital permanence is something Scanlon believes is exacerbating mental health challenges among young people.
The district has responded by bolstering its mental health resources. At every school, students have access to guidance counselors, social workers, and psychologists—three at the high school alone. But for Scanlon, the goal isn’t just to react to crises when they happen. It’s to create a culture where mental health support is available to all students, not just those who are formally designated as needing it.
“Counseling should be available for every student,” Scanlon says. “It shouldn’t be something only for those with an IEP or a 504 plan.” By lowering the barriers to access, he hopes to normalize mental health support, ensuring that students can reach out before problems escalate.
The Role of Family and Community
Another layer to this issue, Scanlon points out, is the changing family structure. “We have the highest number of single-parent households in our district’s history,” he explains. “Many of these are single fathers, which is a shift in the traditional family dynamic.” As family dynamics evolve, so too do the challenges students face at home—and these challenges inevitably affect their mental health.
Adding to this pressure is the societal climate. “There’s a lack of civility in today’s world,” Scanlon says. “The way adults engage with one another in the media, on social platforms—it trickles down to kids. They pick up on everything.” This shift in tone and tenor can make it even harder for young people to process the world around them, leading to greater emotional strain.
Tackling the Root Causes
The district’s efforts to address mental health go beyond just counseling. One of the most significant changes Scanlon has implemented is a revision to the district’s cell phone policy. For years, educators and parents alike have debated the pros and cons of allowing students to have access to their phones during school hours. In Three Village, Scanlon decided to take a bold step: no phones at all during school hours for junior high students. Elementary students no longer have access to cell phones on campus either.
It’s a decision that’s been met with surprisingly strong support, especially from students. “It was the kids who led the charge,” Scanlon says. “They told us, ‘This is bad. It’s causing more harm than good.'” Students reported feeling distracted, stressed, and isolated due to the constant pull of their devices. Since the policy change, Scanlon has noticed a positive shift. “Kids are talking to each other more, engaging in face-to-face conversations. We’re seeing fewer complaints and fewer social media-related issues.”
A Holistic Approach to Mental Health
It’s clear that Scanlon views student mental health as an issue that requires a multi-faceted approach—one that involves not only professional support within the schools but also a shift in culture both inside and outside the classroom. The district is actively working to create an environment where mental well-being is a priority for everyone, from students to parents to staff.
But Scanlon’s commitment to mental health doesn’t stop with policy changes. He recognizes that school districts alone can’t solve the crisis. “The hospitals are overwhelmed,” he says. “We have a state hospital in our area that had 13,000 suicide-related referrals last year. They simply don’t have enough beds to keep up with the demand.” It’s a stark reminder that schools are often the first line of defense for young people struggling with mental health issues.
Looking Ahead
Kevin Scanlon’s work in Three Village is a testament to what can happen when educators take a proactive, compassionate approach to mental health. While the challenges are daunting, Scanlon remains optimistic that change is possible—not just within the school district, but in the broader community. “We need to lead by example,” he says. “If we want students to show respect, to be kind, to be healthy, we have to model that behavior ourselves.”
As the world continues to change, the work of educators like Scanlon will be more critical than ever. By fostering an environment where mental health is prioritized and supported, he’s not just helping his students succeed academically—he’s helping them thrive emotionally, too.