History often repeats itself—Brenda Peña’s connection with youth outreach began over two decades ago at Roca in 2002. Her 20-year career in education started as a school social worker, a role that laid the foundation for her passion and dedication. Leadership roles soon followed, and today, as Director of Social Work, SEL, and Specialized Student Supports at Chelsea Public Schools (CPS), Ms. Peña emphasizes, “I’m a social worker by trade.”

In 2021, the Boston native made history as the first Latina and first woman principal at Waltham High School in 54 years, but soon realized her passion lay in the support side of education. Ms. Peña joined CPS at the start of the 2022-23 school year as Director of Social Work, her role gradually expanded to oversee social-emotional learning (SEL) initiatives and unique support programs for students who are unhoused, school-aged parents and at-risk youth.

“My hope is that other administrators will embrace social emotional learning, mental health, and take time to learn and understand it, to better support their students,” Ms. Peña shared.   

‍Breaking the Mental Health Stigma

With more than 80% of its students coming from marginalized communities, CPS takes a proactive approach to its multi-tiered system of support (MTSS). “We are a very high-needs district,” Ms. Peña shared. “There are significant mental health-related needs, financial barriers, and students who are unaccompanied youth. We are also seeing a definite increase in students requiring additional support and services to meet diverse learning and social-emotional needs.

To better support students, CPS works to educate parents about the importance and purpose of MTSS programs. Mental health is often a sensitive topic in many Latinx communities, Ms. Peña acknowledges, and historical inequities have led to understandable mistrust in the health system among communities of color. Some parents may wish to prioritize mental health but face barriers, such as limited access to resources, she says.

“It’s about dismantling the stigma associated with mental health and meeting families where they are to provide meaningful support,” Ms. Peña shared. The district is innovative and well-resourced, with a collaborative team of social workers, school counselors, family liaisons, and other specialized student support roles, such as a Young and Parenting outreach worker, a mediation specialist, and McKinney-Vento liaisons. This unified, multidisciplinary effort ensures students and families have access to enrichment opportunities and support services in their primary language.

“We are focused on equipping parents with the tools they need to support their young people at home while helping them gain a deeper understanding of the ‘why’ behind these efforts,” Ms. Peña explained. “Our support staff play a critical role in this process by building meaningful connections and fostering trust. Through these relationships, our families come to see themselves as integral members of our support team.”

‍Building a Foundation of Support

Ms. Peña stressed the importance of creating multiple entry points for families and leveraging community partnerships.

“Relationships are always at the forefront,” she shared. More than 3,000 families attend yearly back-to-school events, and around 1000 student and families attend the district’s Youth Mental Health and Wellness event in May. At Parent University, guardians can learn strategies for supporting their young people at home, with 1:1 advice about resources. "Once we really understand our families’ needs, we can respond with new initiatives and programs.” 

Key partnerships with community organizations play a vital role in strengthening the district's Multi-Tiered System of Supports (MTSS). One example is the Chelsea Hub, a police-led initiative that meets weekly to identify and refer families based on their needs. “It’s more than just mental health; it could also involve financial challenges, housing displacement, or substance abuse,” Ms. Peña explained.

“We are identifying other outside community resources, so that not everything seems so heavy on the school side, and trying to utilize our partnerships as much as possible.” 

‍Improving Outcomes With Equitable Access 

With many local families uninsured or reliant on MassHealth Limited (which provides limited medical services to individuals who qualify for Medicaid but have restricted immigration status), ensuring equitable access to mental health care is top priority for CPS, which is a well-resourced district thanks to grants and community partnerships.   

“Our Superintendent, Dr. Almudena Abeyta, has been exceptionally supportive and deeply understanding of the mental health needs within our district,” Ms. Peña shared. “What truly sets this experience apart is the absence of resistance and the level of trust and autonomy I’ve been granted. As long as I secure the necessary funding, I have the freedom to implement the right resources and programs to meet the needs of our students effectively. It’s empowering to work in an environment where leadership prioritizes and values mental health initiatives.”

Ms. Peña stresses the importance of data collection to keep essential programs running, particularly when transitioning from grant funding to the yearly budget. “I really try to connect it to other factors. Not just looking at mental health, but looking at the child as a whole and looking at how it's [the initiative] has improved their outcomes all around,” she shared. “Demonstrating success matters.” 

‍An Inclusive Approach to Student Wellness   

Ms. Peña cites anxiety and depression as the top two concerns among the district’s student population. 

In response, CPS conducts district-wide RCADS (Revised Child Anxiety and Depression Scale) screening each year, which helps identify students who need additional Tier 2 and 3 support. At Tier 1, all CPS middle and high school students have access to an AI-powered mental health app for chat sessions, goal setting, and mindfulness activities in 36 languages. 

CPS was one of the  first districts in Massachusetts to partner with Cartwheel. “We know that statistically, only 12–15% of students are seeing social workers—they just can’t navigate it all,” Ms. Peña shared. At Chelsea, every student has access to virtual therapy, coaching sessions, and webinars for parents, regardless of their insurance status. We are committed to ensuring that, despite any barriers or challenges, every student can receive the support they need.

“Cartwheel has really opened doors for us to think beyond just school-based care. In a community like Chelsea, our families face many barriers and obstacles when it comes to mental health. Telehealth really meets our families where they're at. And that’s something that is huge for me.”