The Philosophy of Emotional Wellbeing at Chatham Hall

6/17/2026

A Conversation with Stephanie Tuttle, MA, LCMHC, LPC, Director of Counseling Services

When you think about preparing young women to thrive emotionally beyond Chatham Hall, what do you see as the most important foundation we are helping students build during their time here?

Self-care is one of the most important components of emotional well-being. Helping students understand that caring for themselves is not selfish is a cornerstone of our efforts to prepare them to thrive at Chatham Hall and beyond. As a team, we take pride in knowing each of our students and tailoring the care we provide to meet their individual needs.

Self-care can look different for everyone, and sometimes it changes from one chapter of life to the next. We have 365 acres of beautiful outdoor space for students and our community to enjoy. Eleanor W. '27 recently completed her Girl Scout project on our fitness trail. We also have several additional trails, an arboretum, multiple gardens, and the stables for those who thrive in the fresh air.

Students can take advantage of open gym hours and enjoy access to the fitness center, yoga studio, and dance studio for indoor physical activity. They can also find quiet moments to recharge by reading in the Nest in the Wagoner-LaDuke Center, relaxing in chairs on the front lawn, or even climbing a tree.

Adolescence is a formative time for identity development. How do you help students better understand themselves emotionally, socially, and personally during their time at Chatham Hall?

Self-awareness is the first step in much of the work we do in Counseling Services. Once students develop an awareness of the challenges they are facing, the other pieces often begin to fall into place.

Erik Erikson's theory of psychosocial development suggests that the primary challenge of adolescence is developing a sense of identity rather than experiencing role confusion. Chatham Hall provides students with a safe environment in which to make mistakes, take risks, and try new things. Each season and each semester offers an opportunity to explore a new interest or deepen an already established passion.

The opportunities available here allow students to experiment with different social roles, values, beliefs, and behaviors, helping them develop a strong sense of self before they leave the safety of childhood.

Students today face increasing academic, social, and personal pressures. What strategies do you emphasize to help students manage stress in healthy and sustainable ways?

Identifying good stress versus bad stress is especially important.

Good stress is a part of life. We have deadlines and goals, and good stress helps keep us moving forward. Bad stress can make us feel unwell, leading to symptoms such as headaches, stomach pain, and more.

Establishing consistent self-care routines helps us prepare for periods of increased stress. Building self-awareness when things are going well allows us to draw on that awareness when we feel overwhelmed.

Sometimes this means saying “no” and setting healthy boundaries. Sometimes it means saying “yes” more often and trying something that feels uncomfortable or new. Ultimately, we encourage students to consider perspective and to reflect on where other people are coming from. Learning to live with a roommate who is different from you is a life skill that continues to serve students throughout adulthood.

What does resilience look like in young women today, and how do you help students build the ability to recover from setbacks and challenges in a healthy way?

We learn from our mistakes, and Chatham Hall is a safe place to try new things and make mistakes. There is a saying we often use in Counseling Services: we often learn more from our failures than from our successes.

When students live and learn together at Chatham Hall, mistakes will inevitably happen. Rather than avoiding conflict, our students work through challenges with the support of student leaders and caring adults. At times, this may feel like failure—whether it is an academic setback, a disagreement with family at home, or frustration with friends.

However, when we choose to work through challenges instead of avoiding them, we begin to see that these experiences are not true failures, but opportunities for growth. Students benefit greatly from these moments of learning, and they often become some of the most meaningful parts of their Chatham Hall experience.

How do relationships and community play a role in students’ mental health, and how do you encourage students to build and maintain healthy connections?

My professional practice is deeply influenced by Choice Theory. Choice Theory suggests that almost all problems are relationship problems—relationships are central to our well-being. I spent my first 10 years in the field as a family therapist, so I often view challenges through a family systems lens.

Choice Theory encourages us to pay attention to our habits. The seven caring habits help us connect and solve problems: supporting, encouraging, listening, accepting, trusting, respecting, and negotiating differences. In contrast, the seven destructive habits tend to create distance by making people feel controlled: criticizing, blaming, complaining, nagging, threatening, punishing, and bribing or rewarding to control behavior.

It is also important to understand how your social battery is drained and recharged. Conversations with friends and classmates help us better understand one another and, over time, help us recognize that while something may feel personal, it often is not.

Looking ahead, what do you hope Chatham Hall students carry with them into adulthood when it comes to mental and emotional well-being?

I hope that all students carry self-care habits into adulthood. They are all so amazing in so many different ways, and I want them to take care of themselves. I hope that 20 years after graduation, they are treating themselves with love and kindness and teaching those around them to do the same.

I also hope they are never afraid to ask for help. We take our cars in for service, we maintain our homes, and we care for our children; we must care for ourselves at least as much.

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