Richard M. Gordon IV is a nationally recognized, award-winning educator known for his transformative leadership in underserved communities. As Principal of Paul Robeson High School in West Philadelphia, he turned around a school facing closure due to budget cuts and low performance, leading it to become the Most Improved High School in Philadelphia by 2017. Gordon’s extraordinary impact has earned him over 50 awards, including Pennsylvania Principal of the Year in 2020, and recognition as three-time National Principal of the Year from multiple organizations. He is also lauded by government leaders, including current and former mayors, governors of Pennsylvania, and the U.S. Department of Education. Currently, as Assistant Superintendent in the School District of Philadelphia, Gordon oversees 15,000 students and continues to drive initiatives to combat the intersecting challenges of poverty, mental health, gun violence, and the aftermath of COVID-19. His leadership continues to reshape educational outcomes, advocating for community collaboration and a holistic approach to student success.
As a leader in urban education, one of the most challenging aspects has been balancing the immediate, tangible needs of students and staff with the long-term vision for systemic change. This is especially true when working within the complexities of the 8th largest educational bureaucracy in the country. In the schools I’ve served—and now leading the largest high school learning network in the School District of Philadelphia—the challenges are multifaceted: academic underperformance, safety concerns, unhealthy building conditions, teacher shortages, overcrowded classrooms, and issues of poverty and mental health. These challenges disproportionately affect our most vulnerable minority communities. However, I believe we must address both short-term needs and the long-term cultural transformation necessary for sustainable change.
Mental health support in schools is not just about providing therapy or counseling; it’s about fostering a culture of care, healing, and emotional growth. The key ingredient in this approach is love—love for students, for their futures, and for the communities we serve. As an educator and leader who has worked in some of the most challenging urban environments, I can attest to the transformative power of integrating mental health support with love and academic rigor.
The Crucial Link Between Mental Health and Academic Success
Growing up in poverty in Camden, NJ, I witnessed firsthand how stress, trauma, and emotional burdens can hinder a child’s ability to succeed. My mother, a hairdresser working long hours to make ends meet, and my father, supplementing his income through criminal activity, provided little emotional or financial stability. School wasn’t just a place to learn; it was a refuge where I felt safe and valued.
It was not just the academic subjects that helped me, but the emotional support I received from teachers and counselors. I remember how Mrs. Turner, my 5th-grade teacher, always checked in on me, offering guidance and a sense of belonging. Or how my high school Spanish teachers, Mrs. Rosenbaum and Mrs. Robino, instilled a belief in me even when I didn’t achieve my best outcomes. These educators cared about me, and their support had a profound impact on my mental and emotional well-being. Mental health isn’t just an afterthought in education—it is central to a student’s ability to learn, grow, and achieve.
Research consistently shows that students from low-income communities are at a higher risk of mental health challenges. Poverty creates stressors—hunger, violence, neglect—that often result in anxiety, depression, and other emotional struggles. When students are dealing with these pressures, it becomes nearly impossible for them to focus on academics. Without the proper support systems, these challenges can persist and compound, creating long-term barriers to success.
As a leader overseeing a network of diverse schools in Philadelphia—often referred to as “America’s Poorest Big City”—I see these challenges daily. Many of our students come to school already burdened by trauma, needing more than just academic rigor. They require a support system that addresses their emotional needs, builds resilience, and offers tools for coping with stress and adversity.
Love as the Foundation of Mental Health Support
In education, love is the most powerful tool we have to create a supportive and healing environment. It’s not just about being kind; it’s about making an intentional choice to lead with compassion, nurture relationships, and prioritize the emotional needs of every child. This belief in the transformative power of love is something I’ve experienced firsthand.
When I became principal at Paul Robeson High School in West Philadelphia, the school was on the brink of closure. It had severe academic and behavioral challenges. But through love—love for the students, for the community, and for the mission—we turned it around. By fostering an environment that was emotionally and academically supportive, we dramatically improved the school’s performance. Under my leadership, Paul Robeson saw a 22% reduction in truancy, a suspension rate below 4%, and a graduation rate of 95%, well above the citywide average of 75%. The school, once on the brink of permanent closure, was recognized as the Most Improved Philadelphia High School in just three years.
Our efforts were further recognized by U.S. News & World Report, which named Paul Robeson one of “America’s Best High Schools” for four consecutive years (2019-2022). I was also named Pennsylvania Principal of the Year in 2020, the first recipient from the School District of Philadelphia in its 207-year history. My leadership was further honored with multiple National Principal of the Year accolades from organizations such as Education Dive Magazine (2017), the National Alliance for Black School Educators (2019), and the National Association of Secondary School Principals (2021).
These successes didn’t happen by chance. They were the result of a deliberate focus on the whole child. We integrated mental health support into every part of the school culture, training staff to recognize signs of trauma and distress and respond with compassion. We built relationships with students to ensure they felt seen and heard. We also provided access to mental health professionals, creating an environment where emotional wellness was valued just as much as academic achievement.
One of my proudest moments came when my daughter attended the very school I helped transform. If the school was good enough for my child, I knew it would be good enough for others. Now, as she prepares to graduate as the Valedictorian of the Class of 2025, her success symbolizes the power of prioritizing the whole child—emotional, academic, and social well-being. It shows that when we love our students and invest in their mental health, we can help them break barriers and achieve things they never thought possible.
A Holistic Approach to Mental Health in Schools
It’s not enough for schools to simply focus on academic achievement; we must ensure that mental health is central to the school experience. In the schools I lead, mental health and wellness are not afterthoughts—they are core components of everything we do. We’ve adopted a holistic approach that integrates mental health services with social-emotional learning (SEL) and academic programs. Here’s how:
- Social-Emotional Learning (SEL): SEL helps students develop emotional skills like self-regulation, empathy, and resilience. By embedding SEL into daily routines, we give students the tools to manage stress, build positive relationships, and navigate life’s challenges.
- Trauma-Informed Practices: Many students come to school carrying the weight of past trauma, which can manifest as behavioral problems or emotional struggles. By adopting trauma-informed practices, we ensure that teachers and staff respond in compassionate and supportive ways.
- Access to Mental Health Services: In my role as Assistant Superintendent, I’ve advocated for expanding mental health resources. We’ve worked to ensure that every student has access to counseling, therapy, and other emotional support services, either on campus or through community partnerships.
- Building Relationships and Support Systems: Strong, supportive relationships between students and adults are crucial for mental health. We emphasize building trusting relationships so students feel seen, heard, and cared for. This support network allows them to thrive emotionally and academically.
- Love as Wellness Prevention & Intervention: From my own experiences, I’m more convinced than ever that love, care, and mental health support are critical to educational success. My leadership has been recognized locally and nationally, not just because of personal triumphs, but because those successes prove that prioritizing mental health leads to better academic outcomes and brighter futures for students.
Moving Forward
As educators, we have a responsibility to ensure that every child receives the emotional and academic support they need to succeed. This means advocating for more resources, more training for educators, and a commitment to building supportive, loving school cultures. It also means addressing what I believe are the four pandemics of our generation: poverty, mental health challenges, COVID-19, and gun violence. We must continue championing community collaboration to address these intersecting issues.
When we lead with love, when we prioritize the social-emotional wellness of students, the results speak for themselves. Let’s work together to ensure that every student not only succeeds academically but also grows, heals, and thrives emotionally in loving, nurturing spaces. By doing so, we can build a better future for all students and our communities, regardless of their zip code, county, state, or country.