How Colleges Are Meeting the Mental Health Needs of Today's College Students

Over the last 25-plus years in building our community, our research and data have led us to believe that—in addition to college affordability—strong on-campus mental health supports significantly impact a student’s ability to persist to college completion. SEED is staying connected to the national conversation about the mental health obstacles today’s college students are facing and how we can continue to support them in reaching their goals. Here is what we are learning and why we—along with other education experts—believe these resources are critically important.

College students today have a lot to deal with. They have spent significant portions of their high school and/or college career grappling with the myriad challenges of the COVID-19 pandemic on top of the stressors of navigating the academic and social environment of college. Several studies have been conducted across the country to quantify this impact—and the data is startling. So, what are and what can we do to better support them?

According to Inside Higher Ed and Student Pulse’s Student Voice survey conducted in 2022, 75% of students reported experiencing anxiety while in college, and 60% reported dealing with depression. Nearly one in five students had struggled with suicidal ideation during college. However, only 34% of those who had suffered from any of these had received counseling services either on or off campus. 

Data from these national and internal surveys gives colleges/universities the opportunity to identify specific needs and to focus resources where they can have the greatest impact. It is also a key reason why “strong on-campus supports”, which specifically includes mental health services, is one of the three main criteria SEED uses in college matching. Fortunately, many colleges/universities have already made strides in meeting the mental health and wellness needs of students by expanding services and others have begun placing greater priority on mental health.With campus counseling centers stretched thin--according to the APA, “nationwide, the average annual caseload for a typical full-time college counselor is about 120 students, with some centers averaging more than 300 students per counselor”—many colleges are finding ways to increase impact and outreach to help meet students where they are. Use of technology, better communication about available services, group counseling, and peer-to-peer support are some of the ways universities are better helping students.  

Use of Technology: Some colleges have adopted apps and texting services that allow students to connect with information on available services, or even to talk to someone one on one. Removing the barrier of having to make a phone call or go to a physical office can make a difference for the digital generation.

Peer counseling. Students can reach out to peer counselors when they are struggling with non-acute mental health concerns such as relationship problems or stress. Some of these programs are even via text, really breaking down barriers to access. Peer counselors generally undergo a training program, and when an issue is beyond the scope of their training, they can help connect students to other campus resources.

Group settings. For some students, mutual support from peers experiencing similar issues in settings such as group therapy, affinity groups, or other collective settings may be the best fit. Facilitated or more informal groups have the added benefit of being better at reaching people from backgrounds who are less likely to seek out other mental health resources—including international, first-generation, or minority students.

Build Awareness. When someone is experiencing mental health challenges, even routine tasks can feel overwhelming, so there should be as few barriers as possible for students to connect with services. In the Student Voice survey, only half of students indicated that they knew where to turn to for mental health support on campus. Colleges can make that easier on students by broadly disseminating information about available mental health resources. When the information is readily accessible, it can make it easier for a student to reach out—or to help a friend who is struggling.     

Culturally Responsiveness. When California State University Long Beach built its comprehensive mental health plan, it placed culturally responsive care as a central tenet. Colleges need to better understand what barriers people of different identities, backgrounds, or abilities might face when it comes to accessing mental health care and then build systems that are inclusive to the whole student body.

Kiaira Muhammad, college success advisor, sees many of these strategies in action when she visits SEED graduates on right-fit college campuses: “Some examples of good mental health resources I’ve seen are on-site access to and well-staffed mental health counseling centers, online or phone services available to students 24/7, and community meetings offered for different topics.”

College is a time of transition, new challenges, and new environments—it can be stressful. As colleges continue the work of learning about student mental health needs and building resources to serve them, SEED champions their progress and ingenuity. Our College Matching Technology Solution identifies best practices in on-campus supports and helps us identify campuses where students can thrive. To read more about the opportunities our college success work is creating and to learn how to join us, click here. 

SEED Stories: Miyah Smith

Education is a form of empowerment to equip oneself with the knowledge to face a constantly shifting world. Education prepares you to be fl exible and fl ow with the changes. As learning happens, youth see themselves reflected within a larger society. Education is about ensuring diverse, inclusive, equitable, and sustainable opportunities for youth to be critical thinkers to examine the world around them deeply, how their relationships impact how they choose to live and exist, and how they can craft a life befi tting to them.

My parents and community instilled the importance of education in me at a young age. My siblings and I were encouraged to access all of what the school environment had to off er. It was more than what we brought home on our report cards—but how we demonstrated our learning in and out of the classroom. This encouragement pushed us to excel in our studies and participate in extracurriculars and after-school programming. As a result, my four younger siblings choose diff erent paths, enrolling at School Without Walls, McKinley Technology High School, and Duke Ellington School of the Arts. We each choose schools best aligned with our interests and goals. So, when I learned about The SEED School at ten years old, I was ecstatic!

In 2009, I joined the SEED DC community as a 6th-grader. It reminded me of sleepaway camp; It was more than just a boarding school! I attended Geometry classes with Ms. Princess Harrison, Art with Ms. Kamala Subramanian, and even an elective Why New Orleans Matters class with Mr. Topher Kandik. Evening programming included fl oor movie nights and DEAR-Drop Everything And Read. From academics to field trips, STEAM, and sports, SEED did a great job curating academic and extracurricular activities—recognizing that each student class had diff erent interests. I participated in the SEED Falcon Theater, along with Varsity Soccer, and our newspaper club, The SEED Quarterly. With the community's support, I had the opportunity to travel abroad during my junior year to Germany on the Congress-Bundestag Youth Exchange scholarship. This experience sparked my interest in diplomacy and cross-cultural learning.

Despite the adversities my peers and I faced regarding classism, racism, and access within Washington, D.C., we persisted. I grew close to my peers and developed relationships with teachers and mentors that kept me grounded. The variety of exposure opportunities at SEED provided the well-rounded education critical for my development. I decided to begin and complete my educational journey at SEED DC, and in 2016, I graduated valedictorian.

I don’t currently work at a law fi rm, and I'm not a CEO (yet), but that doesn't stop me from attributing value to our society and empowering the world today. Choices should not be exclusive to those with the privilege to attain them. Those who experience oppression and lack signifi cant economic resources have a right to choose and gain an empowering education.

Giving families a choice to attend The SEED School empowers students to develop well-rounded skills. SEED gifts students a path that opens doors to unrealized potential with the tools to thrive in a society of their own creation. SEED continually contributes to educational justice, especially within communities that face the most injustice. It's been an honor to continue to learn alongside the SEED community and all its members—students, graduates, staff and teachers, our donors and supporters— who contribute to the shared mission of educational justice that empowers future generations of leaders and change makers.

Following SEED, I attended Georgetown University School of Foreign Service and graduated during the pandemic in May 2020. In the summer of 2022, I completed my Master of Education at Johns Hopkins University. I proudly work as an ESOL Educator and liaison of DEIA.

SEED Stories: Aline, SEED LA '26

My mother values education. She believes that obtaining knowledge and having a degree can help you get far in life. She feels that degree holders have access to more resources—so she’s been very supportive of me going to SEED.

I came across SEED LA through a social media advertisement. I immediately told my mom about SEED and how it was a new high school in our community with a college prep boarding environment. I was interested in hearing more because I felt it would be a great opportunity for me. Having the structure of a boarding school would help me to concentrate on my work and to prepare for college.

When I learned that SEED LA had a focus on STEM, I was eager to enroll. The STEM curriculum is important to me because I think it will give me access to more career options in the future. I have always been interested in STEM, but my weak subject was math. However, since coming to SEED, I have become more confident in math and have the support from my teachers to continue to grow. We also have study hall after school where tutors are available to help us with our homework. Outside of school, I am a member of the Student Ambassador Leadership program. In fact, I am running for vice president of the founding class of 2026!

What I like about being a SEED LA student is that it is not only a school, but also a community. You build bonds with your classmates and connections with your teachers. For example, on my fl oor in my dormitory, we have house meetings in the evenings where we get together and talk about how our day is going. We also have conversations with our student life counselor about how we can express our feelings, and how we can be self-aware.

I’ve only been a SEED student for 3 months, but I really like the environment. It's fun to be here! I want to go to Harvard or Yale and to either become a neurosurgeon or a lawyer. I am on the path to becoming the first in my family to graduate from college and I think SEED will help me pursue my dreams and reach my goals.

The Power of College Exposure and College Matching

Choosing a college is a major decision. There are so many factors to consider, from academic programs to extracurriculars, size and location, access to services, and affordability. With campus visits, students can add real-life context to their college research. Recently, the senior class from SEED Miami flew to Maryland and toured eight right fit colleges and universities in Maryland, Washington, D.C., Virginia, and Pennsylvania. They also made time to explore DC sights such as the Smithsonian and the National Mall—and even met fellow SEED students from SEED MD and SEED DC! College Success Advisor Ms. Kiaira Muhammad and College Counselor Ms. Retravia Ingraham sat down with us to talk about the importance of college visits and how the experience impacted their students.

Finding a Right-Fit College

SEED’s college advising centers around finding the right-fit college for each student. Our college matching tier system identifies major factors like affordability, high graduation rates, and good campus supports. To personalize the college matching process for students at SEED Miami, students engage in an activity called “Build a College”. Students identify all the traits they’re looking for in a college and base their individual searches on what they uncover. With their lists in mind, students begin visiting college campuses across the country. This is an invaluable step in the college selection process because it gives students context for their criteria and provides them with a direct experience of campus life.  

For example, a lot of students thought they wanted to enroll at a college with thousands of students, but when they toured a larger campus, it seemed much bigger than they had envisioned. “I had a student tell me that they loved Howard University, but after visiting, began to rethink that opinion. This gave us a good starting point. They knew that they wanted to go to an HBCU (historically Black college/university), so we began to look for smaller HBCUs with two thousand to three thousand students. This was an opportunity for this student to own their process, instead of us telling them which school we think will work for them,” shared Ms. Ingraham.

When visiting different colleges and universities, Ms. Muhammad encourages students to keep track of all the characteristics that they liked. If a student is studying business, they may want a school that has a large business center. They may also want certain class sizes or facilities, like a large gym or a 24-hour library. “That’s one of the biggest factors that I want them to take away,” she said. “While they are applying to colleges, I want them to make sure each school has nearly everything that they would like for them to offer.” During their recent tour, Ms. Muhammad and Ms. Ingraham encouraged students to explore the campuses beyond the tour. And they did! They checked out the library, looked into classrooms, asked enrolled students questions, and even explored a student art exhibit.

Some students wanted to give more consideration to the colleges and universities Ms. Ingraham and Ms. Muhammad recommended once they saw the campus. When they were on the campus of Hood College in Frederick, Maryland, Ms. Ingraham said she had five students who had initially been skeptical of the school change their minds once they had a chance to see the campus first-hand.

Lazaryah (SEED Miami ’23), who plans to major in psychology or criminology, said “I really liked Hood College. It’s not too big of a campus, and everything is within walking distance.  I look forward to coming back to visit the DMV (DC, Maryland, and Virginia) with my family. I can really see myself living in this environment.” 

Forging SEED Connections

While SEED Miami students were visiting colleges in the Mid-Atlantic, they had a chance to meet students from SEED MD and SEED DC. During a campus tour and activities at SEED MD, students from the three schools had a great time meeting each other, learning about the different schools, and hanging out.

“They did not want to leave!” said Ms. Muhammad. She was happy to see the students building relationships and forging connections. “They had a really good time getting to know each other. On the ride back to the hotel, they had already gotten into a group chat.”

The students (and chaperones!) returned to Miami exhausted after their jam-packed week of activities. But it was well worth it: Our SEED Miami seniors have a better understanding of what they want out of a college and university, and many have added schools they visited to the lists of colleges to which they’re applying. They’ve also been busy trying to convince their counselors to get their new friends from SEED MD and SEED DC to come visit!

A New Choice for Los Angeles County

For nearly 25 years, SEED has offered families on the East Coast the choice of a public college-prep boarding school—and now we are honored to also provide this choice to families on the West Coast, in Los Angeles County. This choice provides students with a pathway to college degree attainment and fulfilled dreams and aspirations. It provides families with a sense of relief, knowing their children are learning in a supportive, 24-hour environment. And it has provided generations of underresourced communities with a lever to break the cycle of poverty.

“For my family, SEED meant freedom. It meant that there would be one less thing for me to worry about. It took a huge weight off my shoulders.” Patricia Watson, SEED parent and partner, chose SEED eleven years ago for her son Mikyle. Three years later she made that choice for her niece Gabriella, and one year after that—again for her youngest son Spencer. 

When families choose SEED, they opt in to rigorous academics, social-emotional learning, and a college-bound culture. The learning, growth, and exposure opportunities students have at SEED open the realm of what is possible in their futures. They become part of an extended support system of caring adults who are there to lift them up and help them explore and pursue their goals.

“I chose SEED because I wanted something greater for my children and family. I knew that the public schools in my community would not help them get to where they needed and deserved to be. And when I stumbled upon SEED, I was relieved to learn that they could receive a private school education without me having to take out huge loans.”

As we navigate a new school year and expand our reach and impact to California, we are reminded that a SEED education is all about choices. Quality choices in education should be available regardless of socioeconomic status—including public boarding schools for college-bound youth. With your support, we can continue building pathways to and through college and in offering an important choice to families. 

Greek Studies Come Alive for SEED DC Students

What is one thing that makes a SEED education unique? Our 24-hour learning model which provides us the space and time to immerse our students in distinctive and life-changing experiences. One example is the Niarchos Foundation Greek Classics program, which recently marked its 20th year at The SEED School of Washington, D.C. (SEED DC). This program consists of an elective course on Greek history, mythology, geography, culture, and language and culminates in a 10-day trip to Greece. This year, after a two-year hiatus due to the pandemic, seven rising juniors and seniors who were excelling in their studies participated in this amazing trip.

Dr. Lamar Bagley, director of school culture at SEED DC leads the Greek Classics program. He has been involved with it for the last ten years, serving as a chaperone, teacher, and coordinator. “The curriculum covers things such as the geography of Greece, what the land looks like, and the different regions. Then in the tour, we travel to different parts of the country, and our students get to see city life, mountains, farmland, and coastal regions. We also study the different periods of Greek history. For example, there's a section about each temple.”

Over the years, Dr. Bagley has strived to make the course more interactive to bring students in and provide context. For example, when studying Greek mythology, students come up with a concept for a movie that adapts a myth, imagining what it would look like in a modern story. They also learn about Greek food, and students try their hand at cooking Greek dishes such as Spanakopita or Baklava. They then prepare the food and give a presentation about how it was made and how it’s important to Greek culture. One of the things Dr. Bagley loved about this year’s group was how adventurous they were in trying new cuisine. “The kids really enjoyed the food, the most of any group in all my years.” While in past years students were skeptical of trying new things, “This group really took risks with trying new dishes and expanding their palate, which was great.”

Much like the class, the trip is designed to be an immersive learning experience. For some in this year’s group of students, it was their first time on a plane. Dr. Bagley finds that this new experience is a great opportunity for students to apply the life skills they practice at SEED. “One of the things I like to instill in my students is the ability to display independence and self-control. These are the social skills that we are striving to teach at SEED. We want them to use these skills when they’re traveling whether it’s at the airport, at a restaurant, or in a temple. And while I’m there to chaperone them, there’s still some independence in that.”

While in Greece, students visited sites such as The Acropolis, The Parthenon, Delphi, and Mt. Parnassus, and they also visited rural and coastal areas. “When the kids are in Greece, while it is an educational trip, we also like to have fun. Near the Acropolis, there's a scavenger hunt, and they figure out the clues and go to each of the different temples within the city and they learn different things. And it's just a different way to navigate, versus a formal tour.”

In addition to seeing the modern and ancient sites of Greece, students visited a farm in the country, and went to an island. They also visited an area of Athens called “the invisible city”, a neglected area of the city where many people experiencing homelessness stay. It sparked conversations about how people who are homeless are treated in the U.S. and Greece, and how they are often overlooked. “After that experience, the students were more cognizant of the people around them. And after we ate out if we had extra food after dinner, I would see the students stop and give people on the street their food. That told me they understood the experience, and it was impactful for them. I think it's important for them—as we are working to create global citizens—to know everything isn't like what we see in the postcards, its more that Santorini.”

Dr. Bagley has seen how this trip inspires students. “Some of our students are already eager to go back to Greece or to find out other ways to travel abroad. Just having a passport opens doors for them in ways they don’t even see yet.” He’s also noticed that the students who participate in the Greek Classics program become more involved with the student body. “They become more eager to become involved in the school. They become a student government leader or football captain or basketball captain.”

At SEED, we strive to open doors for our students to new experiences that spark their interests and broaden their understanding of what they can do and where they can go. Because of The Niarchos Foundation’s commitment to supporting thousands of nonprofits working in areas such as health and education, hundreds of SEED DC scholars have had the opportunity to learn about other cultures through travel. We’re honored to be a partner.

Click here to learn more about The Niarchos Foundation.

SEED Teacher Appreciation: Caroline Murphy, SEED Miami

Caroline Murphy teaches algebra to ninth and tenth grade students at SEED Miami. Her journey to teaching started as an undergraduate at Harvard University when she took a year off to participate in the City Year program. As a City Year AmeriCorps member, Ms. Murphy was placed in a school in her hometown of Miami, where she was struck by the contrast between the education her students were getting at an under-resourced public school and the experiences that she received at a well-resourced prep school in the same city. She had known there was inequity in education, but after experiencing it firsthand, she couldn’t see herself doing anything else as a career. “Once I saw the way students and schools were struggling,” she says, “I couldn’t just go off and do other things.”

As a person who had always loved school, it upset her to see that many of her sixth-grade students had already labeled themselves failures, and she was worried that they wouldn’t develop essential math skills that they would need in the future. Ms Murphy shares, “I was shocked by the number of students who were like, ‘I can't do this.’” “How, in only sixth grade, do you think you can't do math? We live in a qualitative world. Even if you don’t go into a technical field that requires math, everyone needs math skills, whether it’s to understand interest or to balance a budget.”

After her year of teaching with City Year, Ms. Murphy returned to college to study education in preparation for her return to the classroom. She was accepted to the Harvard teaching fellows’ program, where she earned her master’s degree. From there, she was placed at a school in Richmond, California. When she decided to move back to Miami to teach, multiple people mentioned she should look into The SEED School of Miami. After talking to head of school Dr. Kara Locke, Ms. Murphy started to feel like SEED was going to be a great fit. Since she started during the 2021-2022 school year, her instincts have proved right.

Ms. Murphy likes the small classes at SEED, where she teaches Algebra I and Math Bridge, a program that helps students to strengthen their math skills. Ms. Murphy expected that it would be a challenging school year, she found that, while her students had some learning gaps to fill, they were generally well-prepared for Algebra I. As a community, her SEED Miami colleagues paid special attention to focusing on the social and emotional needs of students. “I didn't go into this school year thinking it was going to be easy. But I've seen a lot of growth in students and a lot of maturity from them.”

Ms. Murphy’s teaching philosophy is that everyone is “a math person”. She uses real world examples to interest students. She tries to shape her lessons around understanding why things work—not just memorizing formulas, but making math relevant and helping her students develop transferrable skills such as the ability to ask questions, make observations, look at data, and justify their reasoning. Regardless of the field they eventually go into, she says these skills will be important. “I think it makes you a much more flexible contributor to our 21st century technological world.”

SEED Miami reflects what Ms. Murphy has believed students deserved since she started working in public education, and she credits the school environment and her colleagues. “From the beginning, it’s been a really phenomenal place to work. I love the mission and focus across the school on getting students to college, but also helping them along the way to build their social and emotional skills and learn who they are. I love my colleagues and feel like we are aligned in supporting our students to do and be their best.”

SEED Teacher Appreciation: Nicole Keller, SEED DC

Nicole Keller brings history alive in her classroom with engaging lessons created with student input. Over the span of her 20-year teaching career, Ms. Keller has shared her love of history with her students. She was always drawn to history. “I would rather read my grandmother’s encyclopedia then to go outside,” says Ms. Keller. “I have always loved history. I love reading about real people and particularly African American history.”

Ms. Keller earned a bachelor’s degree in political science and was planning to become a lawyer until she realized that what she really wanted to do was to help young people. She started teaching middle school students and then high school students.

Ms. Keller recognizes firsthand the lifelong impact that teachers can have, and it’s one of the reasons she was driven to become one herself. “I had a difficult childhood, and I feel like it was because of my teachers that I am successful. I wanted to give back what my teachers gave to me and to be that positive person in someone’s life.”

Ms. Keller is a veteran teacher but relatively new to SEED DC. Her time at SEED started on a screen in the 2020-2021 school year during the pandemic. While it was far from the ideal environment, Nicole viewed it as a challenge to expand her repertoire. To be as effective as possible, she employed tools such as Google slides, online quizzes, and YouTube videos.

“It was challenging transitioning to a new school during the pandemic. However, I did get a chance to expand my teaching skills using technology tools while virtual. For example, polls related to the content we were learning helped me increase engagement. I posed questions like, ‘What comes to mind when you see civil disobedience?’, or, ‘What do you think was the most significant technological advancement made during the industrial revolution?’. “

Coming back to in-person learning this school year brought another round of adjustments. Though it took some time to connect with students after only knowing them virtually, Ms. Keller has ultimately formed strong relationships with them. For Ms. Keller, cooperative learning has been key to engagement. She solicits feedback from students so they can build learning experiences together.

“I try to be a reflective practitioner,” says Ms. Keller. “Every day I ask myself what worked and didn’t work—I may think I created an amazing assignment, but then notice students aren’t engaged, so I ask them, ‘How can I make the assignment more interesting for you?’, and they tell me.”

At the beginning of the year, she was still using a lot of technology, but after a year of learning on-screen, her students told her they wanted more creativity with in-person projects. They asked to do reenactments and to make things. “They want to use paper and do group activities—to have more interaction and variety.”

Ms. Keller implemented changes from their feedback and has created a more interactive lesson plan. For example, in an upcoming lesson on the United States after WW1 and the onset of the Great Depression, she plans to have students conduct a photo analysis using context clues to make inferences about what life was like in that time period. “I try to incorporate all the ways young people learn. I know they like to move around the class, so I try to make sure we are up and moving.  I put myself in their shoes – I wouldn’t want to just sit and listen in my classes as a young person. I really want them to have a great experience.”

Ms. Keller finds the SEED model to be an ideal learning environment. Because of her small class sizes, she can give students the individual attention, plan small group activities, and give students the supports they need. “The 24-hour model is a great opportunity to provide students with a college environment – it’s an amazing model – students at SEED will be light years ahead of others” when they get to college. It also gives Ms. Keller an opportunity to get to know the kids outside of class. Showing care for students outside the classroom is important, she thinks, and makes it easier to reach students. She volunteers for dorm check-out and attends sporting events.

Much like the teachers who had such a profound influence on her, Ms. Keller provides her students with encouragement and support along with the knowledge of history—and ultimately contributing to their future success. “I love the relationships that I build with my students. I appreciate the rapport that I can build with each of them. I also appreciate knowing that I may have had a part in their success and to see them doing well.”

SEED Teacher Appreciation: Brittany Everett, SEED MD

Looking back, seventh-grade math teacher Brittany Everett can see that helping others learn came naturally to her early on. Growing up in Baltimore, she says, “As a child when I would play school with my friends, I always ended up being the teacher.” Throughout school, she also helped her peers with schoolwork. “I guess I was predestined to become a teacher,” she says. 

Ms. Everett completed her degree in elementary education from Xavier University of Louisiana in New Orleans and stayed in that area to teach after graduation. Four years later, she moved back to Maryland to continue her career. When she started working at SEED MD in 2021, she knew she had found a special place.

At SEED, Ms. Everett is building strong connections with her students for several reasons. One is shared experiences, “I can identify with students more—most of them come from Baltimore, too, so I can relate to them.”  Another is the small classes offered at SEED. “Because I have smaller class sizes, I can implement small group projects. I can also build strong relationships with students. They feel like they can come to me, and I see that they want to work hard and want to learn.” Activities such as “lunch bunch”, where small groups of students have lunch with teachers, also help her to get to know her students outside the classroom.

Ms. Everett has been focusing this year on finding the best ways to help students build back learning lost during the pandemic, using her skills to help students adapt and adjust. “Teachers must look at themselves to see what they can do differently to make things easier for their students,” says Ms. Everett. “It’s easier for me as an adult to adapt than it is for a twelve-year-old.” Like most students, her seventh graders were behind academically due to the disruptions of the last two years, but she is pleased with the strides they’ve made.

“I’m proud of how well my students and I have adjusted,” she says. And she’s proud of her students’ progress. “On the MAP (Measures of Academic Progress), 98% of my students showed growth, and 73% of my students met their projected growth for math.”

Ms. Everett is also intent on her own professional growth. She has taken on the role of planning and leading meetings for the seventh-grade teaching team. She has also found strong mentorship at SEED. “Ms. Conyers, the middle school math coach, is amazing. I get to bounce a lot of ideas off her, and she helps a lot.” Ms. Everett has a Master’s of Education degree in educational leadership from Concordia University of Nebraska and plans to eventually become a school leader—a path for she’s been destined since she was a little girl in Baltimore.

Paying for College: Student Loan Debt is Not Inevitable

SEED is committed to helping each graduate and their family understand the college financing process and to carefully evaluate the total cost of college before committing to a school. Because of the emphasis on college affordability in the college selection process, our students and their families can make informed choices about a schools’ financial aid packages, which can help them avoid the pitfalls of high student loan debt faced by many of their peers after graduation. 

As the cost of college continues to rise in the United States, so does the problem of student loan debt. According to Pew Research, one-third of US adults aged 18-29 (and one-fifth of those 30-44) have student loan debt. Overall, Americans have 1.5 trillion dollars in outstanding student loans, and the burden falls disproportionately on Black and brown students and on low-income students. 

At SEED, planning for the cost of college starts in high school. Students learn about the different types of aid available and how to access them during college transition seminars. College success advisors work with students and families to navigate the complex systems of financial aid. “The key thing we’re constantly working on with students and families is the college financial process. Students attend financial aid nights, learn about scholarships, and complete the FAFSA, which is the launching pad for federal student aid. FAFSA completion is central to securing college financing, and it can be a daunting form to complete, particularly if you’re seeing it for the first time,” says Vincena Allen, The SEED Foundation’s chief growth officer.  

SEED students and families develop a strong understanding of college financing. This is critically important because students applying to colleges are asked to make financial decisions that will impact their lives for decades. This is particularly true because the impact of student loan debt is widespread—but not equally distributed. Black students are more likely to take out loans to finance their education than white students, to graduate with an average of $7,400 more debt, and to receive a wage of 19-30 percent lower than white earners when entering the workforce.  

Student loan debt can have far-reaching effects, influencing major life decisions. With compounding interest, the total amount of student debt can increase while borrowers are paying it off. Those with high rates of debt may not be able to afford to work in lower-paying careers such as teaching or public service or to take on the risk of entrepreneurship. And according to educationdata.org, 37 percent of Hispanic borrowers delayed having children because of student loan debt, while 46 percent of Black borrowers put off buying a home because of debt.  

A college degree is only a tool of economic mobility if it is both useful and affordable. At SEED, we work with students and families so that they understand the importance of applying to multiple “right-fit” colleges—schools with a proven track record of awarding robust financial aid packages and supporting low-income, first-generation college students. Once the college acceptance letters start rolling in, we support SEED seniors as they weigh the merits of each school and make informed decisions. In addition to factors like majors, location, campus, school culture, and extracurriculars, students must evaluate financial aid packages and how each offer will impact them in the near and long term. 

 “With our seniors, our goal is to help them to understand their financial aid awards. In college transition class, we conduct exercises and financial aid comparisons so that students understand all the different types of aid that are given,” says Ms. Allen. Advisors sit down and go through all the details with students, doing the math together to figure out the gap between their financial aid award and the full cost of college. By the time they commit to a school, students have a strong grasp on their financial plans and obligations. 

Staying on Pace in College

One of the primary barriers to college completion for low-income, first-generation students is financial challenges. Surprise out-of-pocket costs such as added living expenses, a new laptop, or lab fees can upend a carefully calibrated budget. External scholarship money or other funding can be delayed. An unresolved balance can shut students out of registering for courses. These types of unexpected pitfalls are one of the many areas SEED graduates can count on their SEED college success advisors to help them navigate.   

One of the first things college success advisors do when they visit students on their college campus is to go to the financial aid office together. Advisors guide students as they figure out what they need to ask for and coach them on how best to advocate for themselves. Examples include asking to have a hold removed so they can start classes, setting up a payment plan for outstanding costs, or resolving one of many other challenges that might arise. 

“Advisors serve as strategic managers—they help students work through the issues, but the student has to go in and do all the talking,” says Ms. Allen, stressing that dealing with finances is a learned skill. “People aren’t always comfortable talking about money—no matter their socioeconomic status. We help students find their voice and get over that fear and learn there are ways to negotiate and push through.” By learning to advocate for themselves in the financial aid office just like they do in the classroom, students can solve problems that could deter them from their path to college and career success. 

Paying for college should not be as hard as it is, but SEED students have the support all students with college aspirations deserve, regardless of race or socio-economic status. Avoiding significant student loan debt through informed financial decision-making and maximizing the use of aid and scholarships available is critical to laying a foundation for economic freedom in adulthood.

A Commitment to Professional Growth

The past couple of academic years have been unlike any other. From nationwide school closures to a combination of in-person, hybrid, and remote learning models—teachers have had to adapt and manage the unexpected.

However, this is not the first time that SEED’s—and our nation’s—teachers have shown perseverance and found the capacity to do great things for their students and their student’s families during challenging times. Key to our team’s resilience has been their commitment to partnering and learning from each other. Veteran teachers and new teachers partnered with each other to determine what would work best for our scholars—and this not only strengthened their professional relationships—but it also helped teachers feel more connected to each other, to their schools, and to the profession.

At SEED, we saw these bonds develop most notably through the work of our instructional coaches. “Our teachers report that they appreciate the immediate access to someone that can help them in the classroom. Our teachers are getting regular support,” shared Dr. Kara Locke, head of school at The SEED School of Miami (SEED Miami). With the support of an instructional coach, new teachers to SEED come on board with a dedicated team member—who is skilled in classroom pedagogy—there to assist with acclimating to SEED’s boarding environment, mastering the curriculum content, learning how to check for understanding among students, and implementing a model of care. Additionally, they have a key person they can ask questions and who will assist if they stumble. 

The implementation of instructional coaches not only benefits new teachers to SEED, but it also gives more seasoned teachers the opportunity to test a potential next step in their career. “Being an instructional coach gives mid-level teachers the ability to dip their toe in the water. It gives them a small caseload—they have four teachers that informally report to them. It’s a great way for someone that is an emerging or aspiring leader to learn and experience a possible next step in their career.”

This idea of teachers helping teachers has spread to SEED’s student life programming—the boarding component of SEED’s 24-hour, five-day-a-week program which extends to before and after the academic day. Every student life counselor has access to a coach that has previously served in this role to receive feedback regularly. Through this, we can continue to maintain a level of excellence not only during the academic day, but also through our life skills instruction and enrichment activities. 

Though our new and veteran teachers are continuing to face unique challenges, they have committed to constantly improving their craft collaboratively, putting in the time, effort, and attention to ongoing learning for themselves and their students. At SEED, we know that a commitment to personal growth is a commitment to every SEED student's positive learning experience. 

Interested in learning about joining the SEED team? Click here for access to careers that directly impact our country’s most resilient youth. Our on-the-job training, leadership coaching, and Network-wide exchanging of best practices help our staff excel. By utilizing our existing pool of experienced, successful school leaders to increase teaching capacity in all our schools, we ensure consistent implementation and replication of the SEED model.

SEED’s Support Model: 24-Hour Learning—and Mentoring

Relationships with adult mentors for young people have proven benefits. Having a mentor correlates with improved social skills, self-mastery, positive self-image, and aptitude in dealing with challenges. Because SEED students live on campus, their learning and growth don’t end when classes let out. There are afterschool activities, enrichment programs, homework help, character development, and time spent with their counselors and peers in their dorms. One of the advantages of a 24-hour learning environment is the chance to build connections with coaches, student life staff, and their counselors. These bonds are an essential part of the boarding school experience. 

At SEED Maryland, Director of Student Life & Residential Services, Zenobia Judd-Williams oversees “everything that happens after 4p.m.” All SEED students live in a “house” on campus that has a small group of students and a designated counselor. To support their students, counselors and student life staff model positive behavior and help students learn how to work through challenges, often through a “triangle approach”, bringing families in to work on solutions and offering maximum support and communication.  

Counselors run the Character Education program in the evening, which is an interactive experience for students. Based on the CASEL model of social and emotional learning, counselors lead students in creative and engaging projects such as making vision boards, writing to pen pals, and discussing different topics. Ms. Judd-Williams stresses that it’s not a passive instructional environment but an active opportunity for students to practice self-expression and self-reflection. Not all mentoring is formalized, but everyone is intentional about how they are impacting students. "We don’t expect them to impose their views or work off a script,” she says. Staff are present for students around the clock at SEED, modeling appropriate behavior, providing a structured environment, and just being present, caring adults.

Adults aren’t the only ones setting an example at SEED Maryland. Upperclassmen serve as role models to younger students and have opportunities to assist staff with activities such as chaperoning field trips or assisting with activities. When equine therapy specialists came to SEED, older students were trained to lead younger students on the horses. Upperclassmen can put this time towards the 100-hour service-learning portion of their graduation requirements.  

Community service is a component at all SEED schools, and students are enthusiastic about serving their communities. Many SEED graduates continue doing service work into their adulthood. We hear from so many SEED graduates who give back by mentoring and volunteering, despite their busy college and professional lives. For Tim Anderson, giving back is directly linked to his experience at SEED.  “I see kids who doubt themselves and their abilities. I want to help them out. I remember SEED staff Mr. Felix Brandon Lloyd and Mr. Jahmal Taylor, and they were always so positive and had a huge impact on my life. I wanted to spread the wealth.” Thomas (Tim) Anderson Capt. USAF (SEED DC ’04, Liberty University BA ’11, Liberty University MBA ’15)

At SEED, students know that they always have a caring adult to turn to, from middle school to college—and beyond. Having mentors helps young people become confident, empathetic adults who positively impact their communities. 

College Success Includes Mentorship

Even for students coming from a rigorous college-preparatory environment like SEED, going from high school to college is a big adjustment. SEED students start preparing for this transition junior year in high school, taking seminars and working with counselors to prepare for the heavier workloads and greater autonomy of college academics, and the adjustment to a new social environment. They continue to have this transition support through college with The SEED Foundation’s College Transition & Success program.

As they arrive on their college campuses, students must find campus supports and understand financial aid, and they may also have work and family obligations. It is a time of greater responsibility—and one of exciting growth as they explore new interests, learn about themselves, and plan for their futures. 

Figuring out this new environment can be daunting for college students—especially if they have to do it alone.  This is why SEED graduates have a SEED Foundation college success advisor in their corner throughout their college career. Advisors serve as mentors for students, helping them gain the confidence and skills to make the most of their college experiences. While the students are doing the work, they have someone who can provide expert guidance, give advice, and lend support. 

At SEED, students start working with the College Transition & Success (CTS) team to prepare for college long before arriving on campus. College success advisors like Ashley Bargeron work with SEED graduates from the college selection process throughout their college careers. Ashley sees her role as a guide for students as they develop self-advocacy skills. She helps them identify the right people with whom to connect and uses her expertise to help the students and their families understand specific aspects of the college experience, such as financial aid questions. 

College success advisors help students navigate all sorts of issues. Ashley says, “Stress is real—we help our grads connect with mental health resources, figure out how to balance jobs and academics, deal with family issues, and make the shift from high school to college. We help them figure out things like structuring their time or handling conflicts with roommates and deciphering financial aid information.” 

Ashley’s goal is to empower students to advocate for themselves. “I see myself as a coach, not the doer,” Ashley says of her students. “I don’t do it for them—they’re more than capable of doing for themselves with coaching. And sometimes you don’t get it on the first pass; it just takes repetition.” A lot of Ashley’s conversations with students in their freshman year encourages students to make connections with professors and advisors and offers guidance on how to do so. Especially during the pandemic, when many students were engaging in most or all their classes online, this has taken a lot of effort; students have had to go out of their way to take this initiative. 

It’s well worth it though. Research shows that having a mentor makes a big difference. College graduates with even just one or two meaningful relationships with faculty are twice as likely as grads with zero meaningful relationships to say their college experience was “very rewarding.” This is especially true for first-generation college students, who are less likely to form these bonds than other students. 

Debbie Omoniyi’s (SEED MD ’20, Temple University ’24) college success advisor helped her to navigate the challenges of a cybersecurity course load and to stay disciplined during her first semester at Temple University that started entirely online. She said, “I go to office hours about three times a week. I also utilize their advising sessions and tutoring services.” Advocating for herself based on the advice of her advisor paid off for Debbie—earning her a spot on the Dean’s list her first year.  

One of Ashley’s favorite parts about mentoring graduates is seeing the growth in the students with whom she’s been working with from freshman to junior year in college. She notices a change in how they reach out and sees them taking more initiative. “Their questions change from, ‘I don’t know where to start,’ to, ‘I’ve done the legwork, but I need some help crossing the finish line.’”

Mentorship comes full circle at SEED. College upperclassmen who are part of the SEED Network often connect with incoming SEED graduates at their colleges. “Many first-generation students can feel alone at a school,” notes Ashley, “but SEED grads connecting with each other is something that naturally happens—when we have a SEED grad already on campus, we connect them to incoming underclassmen. We were at Towson University recently, and it was great to see SEED DC and SEED MD students passing their phones around to stay in contact as they get to know people who have been there.” 

Ashley stresses that while she’s there for them, her students are doing the work—and she’s always impressed at their growth and accomplishments. “The best thing is seeing our grads persist when they have a multitude of challenges—and just being able to play a small role is all super rewarding. Our grads are doing it!”

SEED First Responders: Justin Chiu, SEED Miami

2021 SEED Core Values award winner Justin Chiu’s superpower is the way that he helps everyone around him excel in their position. Justin is constantly looking for ways to grow professionally, bringing training and support tools that help him and his colleagues work more collaboratively and effectively. His commitment to growth for himself and SEED Miami have had far-reaching impact on the school community. 

When Justin saw the job listing for the student life counselor at SEED Miami in 2014, he immediately knew it was for him. Counselors who live in the dorms with students make SEED’s 24-hour wraparound support possible, and Justin’s compassionate nature made him ideal for the role. He helped with homework, maintained daily routines, and led Spark activities like origami, cooking, and fitness classes. 

As SEED Miami grew, so did Justin’s role. In his current role as executive associate to the head of school and data manager, he has facilitated Community of Practice sessions where SEED Miami staff work together to build an environment of communication, common implementation of school culture and curriculum, and continuous learning.  He implemented the Kickboard system, a tool that helps the team use school culture data to inform decisions, involve parents with continuous updates on their child’s progress, incentivize positive behavior, and advise how SEED Miami focuses its efforts. Miami’s success led to the whole SEED network of schools adopting the program Justin implemented—and this is just one example of the extensive impact of his work.

While much of Justin’s work takes place behind the scenes, he is front and center in shaping SEED Miami’s success. Justin inspires his colleagues with his work ethic, his curiosity, and his relentless search for better systems. Each new undertaking is a growth opportunity for him. “Next time, I’m going to…” he’ll say after trying something new, using every success and setback as a learning experience. Kara Locke, SEED Miami head of school says, “The responsibility that Justin models in managing these tasks is directly tied to his organization, his high standards for the quality of his work (and others!), his ability to prioritize tasks and effectively manage others, and his ability to care for his own wellbeing in moments of high stress.” 

Kara credits Justin’s perseverance and team-driven, solution-oriented approach to helping her and SEED Miami’s leadership team manage all obstacles. Together, Justin and the SEED Miami team have persisted through challenges like multiple moves, Hurricane Irma, and a pandemic—all before getting a permanent campus. Through it all, Justin’s attitude and willingness to do anything that needs to be done has helped the entire school in its mission.

Kara says that Justin “…models SEED’s Core Values in three ways that set him apart: authentically, consistently, and over time. For seven years, day in and day out, Justin has modeled an unwavering commitment to respect, responsibility, integrity, perseverance, growth, compassion and gratitude which has been a source of inspiration and admiration to me and my colleagues.” 

SEED First Responders: Ashley Bargeron, The SEED Foundation

The process of identifying which colleges are the best fit, completing all the applications and financial aid forms that are required, and meeting all the deadlines and requirements, all while balancing a challenging course load and after school activities is daunting for any teenager. It can be even more challenging to navigate if, like most SEED students, you’re a first-generation college student. Fortunately, before the college application process starts, SEED students get a new addition to their already extensive support network. Advisors from the College Transition and Success team at The SEED Foundation advise our students as they make the important choice of where to spend their next four years, and where they want their education to take them. Once they get into college, our students have continued advising as they navigate the college experience.

Ashley Bargeron, college success manager at The SEED Foundation, is driven by her belief that college is for everyone. She guides students and families from the beginning of their college application process all the way through their college graduation. She leads financial aid sessions, helps with college essays, and supports students with identifying right-fit colleges. “From our first meeting, students I advise know they are destined for college and that I will support them in that journey,” she says. Ashley also leads college matching trainings, and onboards and coaches new college success advisors and college counselors, so that each SEED student and graduate has the same exceptional support through their experience.

As an advisor, Ashley practices continuous support to help her students achieve their college goals. Constant communication with graduates means that together, Ashley and her advisees can come up with solutions when issues arise and address them before they become serious challenges that could hinder their progress towards their college degrees. “I have multiple points of contact with each of my graduates. At each check-in we discuss college academics and finances, two things that greatly affect college persistence.” They work together on managing time, making connections with professors, deciding on classes and majors, and future career options. 

“A large part of being successful in college is being a self-advocate – it’s knowing what resources to tap into and when.” Ashley doesn’t just assist students on their journey, she also helps them build their self-confidence so that they can advocate for themselves. For example, instead of calling the financial aid office for a student, Ashley will walk them through the process, and let the student take charge of the follow-through, checking in as they go. 

During the pandemic, Ashley and the CTS team continued to support students by calling and texting to check in. In addition to the common challenges of being in college, many students required assistance figuring out housing, transportation, and technology issues that arose when campuses partially or completely shut down. And they were dealing with the implications of the pandemic on their mental and emotional health. It was a lot—but for Ashley, going above and beyond to meet each student where they are is the only way she knows how to do her job. 

“Giving back comes naturally to Ashley,” says Vincena Allen, chief growth officer at The SEED Foundation. “Central to every action Ashley takes to guide, encourage, educate, and honor SEED students, graduates and families is her desire to ensure that others are positioned for success.” 

Ashley has been a superstar making sure that her advisees and her colleagues have what they need to do their best and to keep moving forward, no matter what the circumstances. She’s a true SEED First Responder!

SEED First Responders: Rosalyn Damiana Lake Montero, SEED DC

If you’re looking for Rosalyn Damiana Lake Montero—or Señorita Lake as she’s best known—on the campus of SEED DC, just look…everywhere. Señorita Lake not only teaches Spanish, but also coaches cross-country and track and leads various Spark activities.  (Sparks are a component of SEED’s Student Life curriculum.)

When the two-time teacher of the year started at SEED DC three years ago, she felt at home right away. “When I first started working at SEED DC, as a Spanish teacher, I truly fell in love with the school because of how the scholars received me. They were so sweet and welcoming. The children from this entire community are a joy to know.” 

It’s no surprise that Señorita Lake fit right in with the culture of SEED DC. Her teaching philosophy is aligned with SEED’s model of wraparound support. For her, it all starts with the emotional well-being of her students. At the beginning of her classes, she checks in with her students to see how they’re feeling and what kind of day they’re having. Her commitment to the whole child is apparent to everyone. “Ms. Lake is fondly known throughout the campus for exhibiting compassion and gratitude towards students and staff. Her perseverance for engaging students to address their social and emotional needs first in order to support academic success, has transcended throughout both academic and student life programs,” says Principal Durham at SEED DC. 

In her classes, Señorita Lake strives to make language come alive. She immerses students in Spanish speaking cultures and cross-curriculum activities. For her, language instruction is a way to bring a global perspective to students, exposing them to different experiences, cultures, and places.  “I make sure my lessons are engaging, based on exposure, scholar-led, and career-oriented, to ensure scholars are seeing beyond the classroom,” she says.

In her time at SEED, Señorita Lake has gotten involved with many aspects of school culture. She has led after-school Sparks like Tae Kwon Do and Spanish club, and a morning Spark called “Señoritas de SEED,” where she has breakfast with the girls before they start their day. The former Junior Olympic athlete also coaches cross country and track and field. Outside of school, she was also recently been named an Opportunity Fellow for EmpowerEd, where she is collaborating with other local leaders in education to bring equitable, holistic education practices to all DC students.

Throughout the disruptions and challenges of the pandemic, Señorita Lake has maintained her buoyant presence and close connections to students.  Like so many teachers she had to get creative in how she remained connected with her students. She brought students both the high standard of language instruction they always had, with activities that would boost their wellbeing and bring some joy during times when everyone needed a pick me up. She came up with ideas like virtual running challenges to help students stay active even when they couldn’t participate in on-campus sports. She also encouraged students to connect to Spanish-speaking culture with fun activities like merengue workouts, and a student-led speaker series on Instagram. 

And Señorita Lake practices what she projects. Her self-care routine is integral to sustaining the positivity she shares with her students, and the mental and physical health she promotes. Before she meets with colleagues and students in the morning, she wakes up early to move and meditate, centering herself so that she can project positivity through her day. It’s a good reminder for all the people who take care of others—taking care of yourself is just as important! 

Celebrating National Arts and Humanities Month at SEED

October is National Arts and Humanities Month (NAHM), and in its honor, we are showcasing the arts programing at SEED schools. NAHM was created to promote the importance of the arts and humanities in society, advocate for more equitable access to the arts, and highlight ways for individuals and communities to engage with the arts. In the classroom and during afterschool activities, SEED students reap the benefits of the arts. By participating in a range of arts programming, students get to develop their talents, and students who may not think of themselves as artists have broad exposure that can spark their curiosity to try something new.

Each SEED school has classes and electives as well as afterschool activities where students can explore the visual arts, dance, theater, and more. At SEED Maryland, theater arts teacher Candice Alexander and visual arts teacher Maria Victa began developing the Showstoppers theater troupe in 2019 in response to strong student interest in performing arts. The theater company’s first show in January 2020 was a production of the classic story The Legend of Sleepy Hollow. The Showstoppers took an interdisciplinary approach to the production—first delving into the novel and visiting Washington Irving’s home (the author of The Legend of Sleepy Hollow) and also visiting the Sleepy Hollow Cemetery. Ms. Victa also led a stage makeup workshop where students turned themselves into zombies. When the pandemic put in-person learning on hold, the Showstoppers decided their show must go on, and they figured out how to put together virtual productions (Check out their YouTube library!). 

One of the best things about working with this group of students, notes Ms. Victa and Ms. Alexander, has been watching the leadership and teamwork students display, especially as older students mentor and support younger students. “The group of students we have are amazing at holding their own, they’re very accountable. They work. When we do a show, they’re so proud to own whatever their responsibility is—from costume to makeup to the construction of a set,” says Ms. Alexander.

At SEED Miami, students take arts classes that allow them to explore a range of mediums. In their afterschool “Spark” activities, students can choose to participate in dance, drama, singing, and even comic art and origami. Visual arts teacher Jennifer Pike-Vassell encourages students to design projects that are meaningful to them as individuals. They can choose any medium such as visual arts, digital arts, poetry, or comedy. 

Ms. Pike-Vassell sees her students choosing to be very honest and vulnerable in their personal projects. “I tell them, ‘Be you—I’m not here to sensor you.’ They can let intense emotions out through art pieces rather than potentially destructive behaviors. This is a positive outlet for students.” Whether students are expressing their feelings about what’s going on with them personally or in the world around them (or both), creative expression plays a role. “The role of social justice is a huge part of the class. We talk about current events. Arts can be a forum for civic advocacy and action; we have that forum,” says Ms. Pike-Vassell.

At SEED DC, the arts are an all-day affair. Dr. Lamar Bagley, the director of arts program and design says, “We want the arts to be fully integrated in the school and into our core content areas.” During the school day, students have art and music classes such as Black History in Music. In life skills and social emotional learning, students use poems, skits, and storytelling to cultivate confidence and self-awareness. As Dr. Bagley works with faculty to build back SEED DC’s arts programming like the award-winning Falcon Theatre, they are also building out arts programming so that even more students can engage in more art exposure. In 17 years at SEED, Dr. Bagley consistently sees the value of participation in the arts, “I’ve seen growth in students that have been a part of the arts program. They become more involved and more confident.” 

When The SEED School of Los Angeles County opens next year, arts and humanities education will be integrated into the STEM curriculum, and students will engage with local art initiatives at the community and university level, giving students the opportunity to engage with Los Angeles’ vibrant arts scene. 

Participation in the arts is empowering for young people. Mastering new skills takes discipline and fosters confidence. As Ms. Alexander says, “It’s not about creating professional artists, it’s to create more complete human beings. I think it’s to create critical thinkers, establishing teamwork. The concepts and the elements you learn – the process, learning strengths and weaknesses, those are real life skills. I think the more that we learn those life skills, the more it produces productive members of society, helps to build more productive lives.”

Research shows that arts education benefits students in a variety of ways—from school performance and engagement to building empathy and reducing negative behaviors. And the benefits are lifelong. Adults who engage with the arts are more involved in their communities and more open to people who are different from them. Despite the proof of their value, arts programs are often one of the first things that financially strapped public school systems cut. Fortunately, at SEED schools, our students have access to a range of academic and extracurricular subjects including many opportunities to dive into creative pursuits. 

Where Are They Now? Bradley Jacobs (SEED DC ’09, Towson University ’15) Continues to Live Out His Dreams In New York

We love seeing our graduates excelling in their chosen career fields! When we saw SEED graduate Bradley Jacobs (SEED DC ’09, Towson University ’15) featured in Vogue, we knew we had to catch up with him to hear more about his professional journey.   

Currently working for Calvin Klein, Bradley helps to drive their global strategy—Europe, Asia, South America, and Australia—and makes certain that they remain aligned with their priorities. But no matter how demanding his job may get, he still finds time to stay connected to his SEED peers and former college success advisor. “I make sure to stay in contact with my peers from SEED DC—people that I still consider to be my best friends. I also maintain relationships with the staff. In fact, I’ve attended a former SEED advisor’s wedding and recently spoke to her to congratulate her on having a baby.”

Read more about Bradley, his career at Calvin Klein, and how he remains thankful for the foundation he built as a SEED student. 

When we last spoke, you were working for a public relations agency where you managed relationships with fashion editors, celebrities, and online influencers. What are you doing now? 

It was a crazy turn of events. I am now part of the global integrated PR team at Calvin Klein. 

Currently, we are prepping to launch a partnership with Heron Preston. The line features fall items—from layers, knits, and denim. We put together a digital experience for our teams in Asia and Europe including a showcase highlighting Heron Preston. We also had an in-person press preview where you could touch and feel the collection. And finally, we are hosting a small dinner with various creatives and musicians that will celebrate the launch.  

Where do you want to go from here in your career? 

I never thought I would be where I am now—I’ve been fortunate, and I am open to where things take me next. I feel like many people have been able to carve a lane out for themselves because of the pandemic—to make something specific to them. So right now, I’m enjoying the opportunity to learn and to continue to grow. 

However, I do anticipate staying in the arts, fashion, and music space. These things drive our culture, and I appreciate how Calvin Klein understands this. It’s many layers to culture—it’s not one-dimensional –and I enjoy being a part of the message that we are sharing with the world.  

Your current role seems rather demanding. Do you feel college prepared you for this stage in your professional journey? 

Yes. I think college and the internships I secured helped to open my mind. While in college, I interned in NY and began to obtain the necessary skills and references. 

I also connected with people in the PR field. I would reach out and grab coffee with them to learn about their experiences and what I may expect. The SEED Foundation’s CTS team was also instrumental in helping me carve out a plan—by looking at my resume and helping me determine my next step.

SEED is working to fully integrate the arts and the ability to be creative into its core content areas. Do you think this is important?  

I think it’s definitely important. I did shows and plays as a student at SEED DC, and it helped me to feel more confident in myself. I enjoyed knowing I was preparing for something that would be seen by others—and I enjoyed seeing people’s reaction. It’s a creative outlet that isn’t judged by numbers or a grade. It can be a bit of an escape—you see yourselves in these characters and its outside of your day to day. 

I also think it’s important to be informed of key literary pieces and who created and wrote them. You need to take that knowledge with you—it’s necessary and needed, particularly right now. 

Any advice you would give current SEED seniors or students? 

I would tell them to take advantage and utilize any and all resources and opportunities being presented to you while at SEED. Also, have an open mind. This really helped me along the way—and because of that, I’ve had impactful experiences. Things that I may not have normally done, I did.  

Starting Senior Year Strong

A senior at The SEED School of Washington, D.C. (SEED DC), Kamayia Henry (SEED DC ’22) is thankful for the chance to experience her last year at SEED on campus. After all, a key component of what sets SEED apart are the bonds built in our dormitories, the strong sense of community, and each student’s ability to devote countless hours to discovering their passions as they prepare for college. 

What Kamayia has cherished most about her time at SEED are the hands-on learning experiences many of her teachers have provided. From preparing to argue her side as a defense attorney for a civil case, to serving as an entrepreneur and selling her product to community members (her team created a pencil case with a built-in pencil sharpener), Kamayia’s educational journey at SEED has helped her uncover many interests. “SEED is a good opportunity for students like me. It offers a safe space to have conversations and the ability to learn and to develop interests I never knew I had.” 

She also appreciates the organization and support provided even after her classes have ended for the day. “I really like things to be organized—I work best that way. And because SEED has the boarding program, we have all our afterschool activities planned and prepared, from when to finish your homework, to read, and to participate in fun activities with your dorm mates. I think having this structure will help prepare me for college—it has given me a bit of insight on what college may be like.” 

Kamayia isn’t yet certain where she will enroll in college or what she will study next year, but she feels confident that SEED will help her unearth those unknowns. “My SEED college counselor reached out to me before school began to discuss my plans and scholarship and funding opportunities. He’s helping me narrow my focus and has provided insight on what to expect.”   

For Kamayia, this is her year to play on the volleyball team, to star in a play produced by The SEED Falcon Theatre, and to engage with her classmates. “I’m really excited to reconnect with my classmates—to have our prom and to celebrate our graduation. It’s been so long since we’ve seen each other in person.”

Class of 2022 Jumps into Senior Year with College Prep Boot Camp

SEED seniors kicked off the school year with College Prep Boot Camp hosted by The SEED Foundation’s College Transition & Success (CTS) team. The two-day event is an introduction to the process of college selection, including identifying right fit colleges and universities, understanding the financial aid process, and learning about the many resources SEED students use to set themselves up for college success. 

One hundred percent of seniors in the SEED Network—SEED DC, SEED Maryland, and SEED Miami—participated in this year’s virtual Boot Camp. The Class of 2022 met their college transition and support teams and heard from staff, consultants, and SEED graduates about what to expect in the year ahead. SEED leaders set the stage for the two days of seminars, panels, and celebrations with their answers to the question “Why College?”. Some of their answers included:

·       “College gives you four more years of discovering who you are. It shapes your identity –who you are and who you want to be in life.” – Brian Rahaman, head of school, SEED DC 

·       “College isn’t just about getting a job. It makes you a more well-rounded individual who can be comfortable in any room.The network you build in college will be important for the rest of your life.” – Kirk Sykes, head of school, SEED MD

·       “Take your why and put it up somewhere that you will see it every day. Because there will be times when you get frustrated or lose sight of your goals, and this will be your reminder.” – Kara Locke, head of school, SEED Miami

·       “College gave me choice for the rest of my life. I learned that my identity was a choice—that I could be anything.” – Jillian Juman, head of school, SEED LA

·       “A college degree means power, and strength, and it is our right.” –Vincena Allen, chief growth officer at The SEED Foundation

The Class of 2022 became more familiar with the resources they’ll be using as they make their college plans and decisions for next year. The SEED model is centered on supporting each student’s’ individual interests, talents, and goals, so we work with students to seek out the school that aligns best with their future goals. The CTS team explained why considering right fit colleges helps students succeed. Based on criteria gathered from data and experiences from previous SEED graduates, the right fit model ranks colleges by affordability, graduation rates, and the quality and availability of on-campus support resources. Students got an introduction to financial aid including federal and state aid and scholarships. At SEED, seniors start working on their FAFSA’s early in the year and continue to build their financial literacy so that college costs don’t stand in the way of their ability to earn a college degree. 

SEED seniors got a jump start on their college essays, thinking through prompts such as “describe a memorable meal,” to get their creative juices flowing. They analyzed sample texts and defined the elements of storytelling that worked best. “Everyone has a story that only you can tell,” said Roxy Azari, director of coaching at Story 2, who facilitated the discussion and walked students through how to use the Story 2 resources as they continue to craft personal essays for college applications.

A highlight of Boot Camp was the panel discussion with SEED graduates Aron Simpkins (SEED MD ’21, Towson University ‘25) and Balin Carey (SEED DC ’12, Bowie State University ‘19). Facilitated by SEED DC senior Keyshawn Wormely, seniors got advice from a college student and a college graduate on topics such as choosing schools and their experiences on campus dealing with issues such as time management, deciding on a major, and finding your place. 

Balin stressed the importance of using the resources available to them at SEED. “I want everybody to take advantage of the CTS team—like reviewing your applications and essays and helping you with financial aid. Not everyone at regular public schools has that. The CTS team supports you and helps you make sure you’re doing everything you need to do.”

Only a few weeks into his freshman year at Towson University, Aron Simpkins (SEED MD ’21) has already signed up with campus clubs such as the Black Student Union and is balancing his coursework with making friends and seeking out the diverse experiences he wants out of college. “College is what you make it,” said Aron, “I had to put myself out there to make friends.”

Quinton Lampkin, the director of the college transition & success program thanked Balin and Aron for coming back to share their experiences and for exemplifying SEED’s mission and values. “These are two great role models—they have come back to lift others up while they are climbing.”

The SEED Class of 2022 has a lot of hard work ahead of them, but they’ve shown that they’re up to the challenge. They’ve also shown incredible persistence and resilience, and they haven’t let the challenges of the pandemic dampen their resolve. With resources such as senior seminars, financial aid workshops, help with applications, and one-on-one advising, these seniors are continuing their trajectories towards achieving their education and career goals. As they undertake the final push towards college, they have the full SEED Network behind them, providing the encouragement, support, and knowledge they need to succeed.