Wellness

Wellness is the baseline for academic success.

If our students aren’t healthy and well, they cannot thrive in the classroom. So, we help students develop well-being skills that will last a lifetime.

Read our philosophy on connecting mind, heart, and body

Wellness Resources

All students want to be seen, heard, and understood, and when this takes place the best learning can occur. As we continue to amplify and expand our wellness program, we want to give our students the tools they need to flourish at Viewpoint and beyond.

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The Schuman Family Foundation

Head of School Mark McKee’s focus on wellness inspired a major multi-year gift from the Schuman Family Foundation, further strengthening Viewpoint’s innovative wellness program.

Read the article › or Watch the Podcast

Wellness Spotlights

Spotlight Archive

At the Heart of Student Support: Q&A With Viewpoint’s Learning Specialists

September 22, 2025

At Viewpoint, our learning specialists are committed to cultivating an inclusive environment in which individual differences are recognized, embraced, and valued. They work closely with teachers, families, and students to implement strategies that foster confidence and meaningful progress.

In this Q&A, we spoke with Gemma Green (Primary and Lower School), Kelly Ghaffary (Middle School), and Danielle Burness (Upper School) about how they support learners, collaborate with the community, and what makes their work so meaningful.

Katerina: How long have you been at Viewpoint, and what does your work as a learning specialist look like?

Gemma: I’m beginning my 10th year at Viewpoint, supporting students from TK through Fifth Grade. I collaborate closely with teachers to identify strategies that remove learning barriers, facilitate effective instruction, and help all students succeed. I oversee the implementation of many classroom accommodations, coordinate and provide academic support for students, and partner with outside specialists. Julie Robbins is also a key member of our team, who focuses on Primary School support.

Kelly: I’m beginning my sixth year at Viewpoint. As the Middle School learning specialist, I support students’ academic growth and personal development through individual support, collaboration with teachers, executive function instruction, and progress monitoring. I also lead workshops, manage referrals and resources, and advocate for students—all with a focus on creating an inclusive learning environment.

Danielle: This is my 11th year at Viewpoint. When I started, there was no learning specialist role, so my partner at the time and I built the program from the ground up. It’s been rewarding to see it thrive.

Katerina: How do you collaborate with teachers and parents to support student learning?

Gemma: I meet with teachers and administrators every one to two weeks to review student progress and determine next steps. We use assessment data to help guide our planning and create support strategies that may include targeted academic help, instructional adjustments, or classroom accommodations. While homeroom teachers serve as the primary contact for families, I frequently join parent conferences to hear their perspectives, share updates, and discuss how to reinforce learning at home. Communication is ongoing, and I always encourage parents to reach out at any time.

Kelly: I regularly communicate with teachers and parents to discuss student progress and strategies. I lead professional development through lunch-and-learn sessions, faculty meetings, and Viewpoint Learning Communities. I create and share individualized learning profiles for students with documented learning or attention differences, lead collaborative meetings to coordinate support, and organize parent workshops with tools for reinforcing learning at home. My goal is to build a supportive environment where teachers and parents work together to engage students and provide timely feedback.

Danielle: Collaboration is essential in this role. I often see myself as the hub of a wheel, keeping all the spokes—teachers, students, parents, therapists, educational therapists, and tutors—connected and informed. My goal is to ensure everyone involved in a student’s academic journey is on the same page and working together.

Katerina: What does the process for accommodations look like, and how do you support students without formal diagnoses?

Gemma: When a student has a documented diagnosis on file, their evaluation typically includes strengths, areas for growth, and recommended classroom or testing accommodations. I review this information and share a summary with the student’s teachers, emphasizing strategies and accommodations that will best support the student. Teachers use these insights to create a learning environment that removes barriers and promotes success.

For students without a formal diagnosis, support is still available. We see the Primary and Lower School years as a chance to explore what strategies work best for each student, whether or not they have official documentation. For instance, if we think extra time on an in-class assessment might help a student, we try it to see if it’s effective. This flexible approach allows us to meet students where they are and respond to their individual needs.

Kelly: To request accommodations, parents or caregivers must submit current documentation of the student’s diagnosed disability from a qualified professional (e.g., physician, psychologist, speech-language pathologist, etc.). Once received, I review the documentation and begin a collaborative process, gathering feedback from faculty and staff to determine appropriate accommodations on a case-by-case basis.

For students without a formal diagnosis, we apply Universal Design for Learning (UDL) principles and offer tiered support. Teachers provide extra help outside of class, and students can meet with me regularly or as needed.

Danielle: Most Upper School students arrive with an academic or neuropsychological evaluation already completed. We require these to be current—within five years—so they remain valid. Based on the evaluation, I create a learning profile that outlines the student’s strengths, challenges, diagnoses, and accommodations. Teachers use these profiles to better support students in the classroom.

For students without a diagnosed disability, I still offer support through weekly or biweekly meetings, depending on their needs. We focus on content, executive functioning, communication skills, and more. Every student is different, so each session is tailored to their individual goals.

Katerina: Have you noticed any trends or changes in student needs in recent years?

Gemma: Today’s students are growing up in a rapidly evolving environment shaped by increased technology use and instant access to information. While they’re highly skilled with digital tools, these shifts have also impacted attention and social interaction. As educators, we must adapt by focusing on skills like critical thinking, collaboration, creativity, and empathy to help students thrive in a changing world.

Kelly: There has been a significant increase in anxiety concerns, a growing need for responsible technology use, and more students being recognized as having learning or attention challenges.

Danielle: When I started, just 9 percent of Upper School students were on my caseload. Today, that number is 22 percent. I attribute this to a few things. First, we’ve made real progress in reducing the stigma that once surrounded learning disabilities. There’s much more understanding and acceptance, and families are seeking support earlier and without shame. I’m also seeing many of these issues diagnosed more frequently than before.

Katerina: Can you share a success story or moment that’s especially meaningful to you?

Gemma: Helping students learn to read is always rewarding, especially when it follows a long period of their hard work and persistence. But the most meaningful part of my work is the relationships I build with the students. I’m lucky to work with so many genuinely interesting, smart and wonderful kids.

Kelly: At my previous school, I worked one-on-one with a student who had suffered a traumatic brain injury (TBI). Once she was able to return to campus, we met daily throughout the remainder of her time there. As she recovered, we continuously adjusted her academic accommodations to reflect changes in her neurological and learning profile. She has since earned both a bachelor’s and a master’s degree and is thriving. I’m proud to have been part of her journey.

Danielle: There are so many success stories, and many happen quietly between just me and the student. Watching a student have a moment of clarity after struggling, and realizing they are capable of doing hard things, is incredible. Seeing the sense of accomplishment on their face after completing a long, challenging project is priceless. That pride, that smile, is the greatest gift and the reason I keep doing what I do. While there are larger success stories over time, it’s the small moments that fuel both them and me.

Annual Lavender Room Helps Viewpoint Employees Recharge for the School Year

August 28, 2025

Back by popular demand, Viewpoint’s Office of Community Life transformed the Testing Room inside the Fletcher Family Library into a calming Lavender Room for the third year in a row. The experience offers employees a dedicated space to pause, recharge, and practice self-care before the school year begins.

From August 19-21, faculty, staff, and administrators enjoyed this “haven of calm,” complete with lavender essential oils, soothing eye masks, calming music, and soft visuals. Guests also enjoyed light refreshments and back-to-school giveaways. Each day featured a 15-minute guided meditation led by Dr. Rebecca Heller, Director of Student Wellness, TK-12; Laree Henning, School Counselor; and Beverly Schwarz, Primary School Librarian.

“I’ve been so grateful for the opportunity to lead guided meditations in the Lavender Room over the past two years. Every year, the space is set up with such care, and it’s always wonderful to see how faculty and staff respond to the soft lighting, lavender scent, and peaceful music,” shared Schwarz. “Even just a few minutes in the room gave us all a chance to step away from the busy back-to-school schedule and simply breathe.”

“All Viewpoint employees were invited to visit our now-signature back-to-school tradition,” said Patricia Jackson, Chief Belonging and Community Officer. “With a focus on prioritizing overall well-being, our mini spa-like space was designed to help decrease stress, promote connection, and show appreciation for our amazing colleagues.”

The Lavender Room reminds us that extraordinary futures begin with self-care, enabling us to create the supportive, inspiring environment our students need to thrive.

From Passion to Profession: Rebecca Heller Earns Doctorate Degree to Further Bolster Her Subject Matter Expertise in Student Wellness

February 10, 2025

For Rebecca Heller, Viewpoint's Director of Student Wellness for TK-12, prioritizing health and well-being has been important throughout her life—beginning as a certified aerobics instructor in high school and evolving into a lifelong passion for dance, yoga, and mindfulness. Heller holds a Master’s in School Counseling and recently took her commitment to student wellness a step further by earning a Doctor of Education (Ed.D.) in Leadership and Innovation from Arizona State University.

Heller’s professional journey transitioned from college counseling to student wellness in 2020, driven by a realization: while students were well-prepared academically, many lacked the social and emotional tools needed to thrive beyond the classroom.

“While students were excelling academically and heading to college, I was also seeing some withdraw or take a leave of absence for mental health reasons,” Heller shared. “It became clear that we needed to better support their social and emotional development and equip them with essential coping tools.”

This insight inspired her doctoral research on mindfulness in high-achieving schools, focusing on Eleventh Grade Viewpoint students due to the heightened stress of that year. Over seven weeks, she taught seven mindfulness techniques. Despite initial resistance, more than 50% of participants reported using these tools in their daily lives.

“The biggest takeaway for me was that students are absorbing these skills, even if they don’t seem receptive at first,” she noted. “It reinforced the importance of teaching coping strategies, knowing they can make a lasting impact.”

At Viewpoint, Heller leads wellness initiatives for both students and faculty, including a TK-12 curriculum and the student Wellness Ambassador program, which empowers participants to support student well-being and help destigmatize mental health issues. She says her doctoral studies will help her keep improving these programs, using what she's learned from data and research to make them even more effective.

“My main goal is to build a TK-12 curriculum that students genuinely enjoy,” Heller explained. “Even if they don’t love it in the moment, they might still use those skills later. It’s about integrating well-being into their learning experience so they carry those tools with them beyond the classroom.”

Looking ahead, Heller aims to integrate well-being into every aspect of school life, making it an essential part of the student experience. A key part of this effort is the newly renovated Wellness Corner, a reconfigured space that includes school counselors and provides students with a dedicated area to relax, regulate their emotions, or seek support when needed.

“Wellness isn’t about eliminating challenges. It’s about providing students with the tools and spaces they need to navigate them,” she said. “That’s the heart of what we do.”

Schuman Family Foundation Gives Major Multi-Year Gift to Support Viewpoint School’s TK-12 Wellness Initiatives

August 19, 2024

Back-to-school means back-to-wellness as Viewpoint’s faculty and staff prepare its curriculum for the new 2024-25 academic year.

Inspired by Head of School Mark McKee’s dedication to a wellness curriculum, the Schuman Family Foundation demonstrated its support with a major multi-year gift to further bolster the School’s program. With a close eye on this country’s wellness crisis among young people, and the need to more proactively address the mental health and well-being of its students, Viewpoint developed a comprehensive TK-12 program in 2021. Its pioneering approach in the independent school community has attracted the attention of private and family foundations, including the Edward E. Ford Foundation and now the Schuman Family Foundation.

“At Viewpoint, we focus on the whole child and by fostering a culture of wellness, we ensure they can thrive academically, emotionally, and socially while they’re on our campus, and when they graduate,” said Mark McKee, President and Head of School at Viewpoint. “I am overjoyed that forward-thinking foundations have prioritized student wellness in their philanthropy and have chosen to invest in Viewpoint’s successful approach.”

Led by Rebecca Heller, Director of Student Wellness, the programming includes daily emotional check-ins for lower grades, called Responsive Classroom; human development discussion groups in the Upper School covering topics such as body positivity, active listening, resilience, and more; access to caring counselors; the implementation of the Authentic Connections Student Survey; and the creation of a highly successful Student Wellness Ambassador Group in the Upper School.

"Our curriculum was informed by concerning data showing increased levels of anxiety and depression among young people during and after the pandemic,” said Heller. “We're so happy to see these numbers have dropped for our students over the past two years.”

With this major gift from the Schuman Family Foundation, the program will receive significant funds for the next three years to underwrite its essential components and expand its reach and impact.

“We believe that taking care of the world around us means inspiring people, by nurturing what inspires them,” said Laura Schuman, President, Schuman Family Foundation. “Investing in programs that embody this cycle of hope and well-being has the potential to make a positive impact on every generation. Since a mindful approach to student success is a core part of the culture at Viewpoint, their Wellness initiative is essential to support.”

The Schuman Family Foundation’s vision is to engage humanity in creating a collective harmonious future. Their work spans several key philanthropic pillars that range from the natural world to human connection. The foundation’s support of Viewpoint’s program, alongside UCLA’s Semel Institute of Neuroscience & Human Behavior, is part of their ongoing commitment to promote wellness by amplifying the importance of mental health. When people understand themselves and each other, they also believe in and seek out possibilities. The natural and promising result is a school community that grows and thrives.

"We're incredibly grateful for the generous support from the Schuman Family Foundation. This commitment will allow us to build upon the success of our wellness program, which was initially kick-started by a grant we received in 2021 from the Edward E. Ford Foundation,” shared Heller. “With this new funding, we'll be able to continue our initiatives, reach more students, and make an even greater impact on their mental health and overall wellness."

We are deeply appreciative of the Foundation's commitment to advancing student well-being, bringing us one step closer to our vision of Viewpoint becoming a national leader in TK-12 student wellness.

Tune in Now to “On Point: Words of Wellness”

In the latest episode of “On Point,” sponsored by the Schuman Family Foundation, Head of School Mark McKee and Director of Student Wellness Rebecca Heller talk one-on-one about why wellness programs in schools matter. Hear about how educators are addressing the mental health and well-being of their students, and why it’s capturing the attention of private and family foundations. Mark and Rebecca reflect on the evolution of Viewpoint’s comprehensive TK-12 wellness program, and share trends they’re seeing in this space, especially among students in high-achieving schools. You don’t want to miss their “words of wellness” and vision for the future of student wellness at Viewpoint, thanks to the generous support from the Schuman Family Foundation.

You also can find the On Point podcast on Apple Podcasts, Spotify, the Viewpoint School channel on YouTube, and at viewpoint.org/onpoint.

The Edward E. Ford Foundation Grant

In 2020 Viewpoint received a grant from Edward E. Ford Foundation to mount a newly conceived wellness program for Viewpoint School students and employees, integrating existing programming and imagining new directions in the interdependent areas of social emotional learning, positive mental health, human development, mindfulness, and ethics and character education and mind-brain education.

Learn more about the Grant ›

Wellness Throughout Each Division

Primary and Lower School
The Primary and Lower School utilize Responsive Classroom, a student-centered, social and emotional learning approach based on evidence-based practices designed to create safe, joyful, and engaging classrooms and includes a morning meeting where students can feel seen and heard. Social and emotional learning is woven into many of the lessons and activities.

Middle School
Middle School Advisory offers a space for students to learn about themselves and the world around them. Middle School teachers have also been trained in Responsive Classroom.

Upper School
Human Development is Viewpoint Upper School’s social and emotional program, which is comprised of three courses and a series of extracurricular seminars. The program offers a year-long, required class for students in Ninth Grade and two advanced elective courses for Tenth-Twelfth Graders as well as ongoing advisory groups for Tenth-Twelfth Graders. Wellness topics are also presented at assemblies and grade-level meetings.

The Wellness Team

Rebecca Heller

Director of Student Wellness, TK-12

Laree Henning

School Counselor, Grades 5-8

Leslie Piccioni

Counselor in the Upper School

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