Lessons from the Arsenal Tech pilot program and a practical framework for launching mental resiliency initiatives in your school district
Pro and college teams have sports psychologists on staff, but high schools rarely do, even though teens face similar pressures. The stakes are real: suicide remains a leading cause of death for Indiana youth.
At Arsenal Technical High School, a Riley Children's Health pilot is now in its third year. The program works with 60 to 75 football players in season, teaching deep breathing and identity beyond sport, and draws up to 100 students in summer.
The model proves that sports psychology support is doable without huge budgets, offering a blueprint for districts grappling with rising youth mental health needs.
In 2023, 20% of U.S. high school students reported seriously considering suicide, according to CDC data.1 That figure reflects a deepening crisis: between 2007 and 2021, suicide rates for youth ages 10 to 24 rose by 62%.2 Suicide now ranks as the second leading cause of death for Americans ages 15 to 24.3 In Indiana, where the Arsenal Tech pilot program runs, the Indiana Youth Institute notes that suicide has been a leading cause of death among young people for the past decade. Teen athletes are not immune. The pressure to perform, manage injuries, and balance academics can amplify anxiety and depression, yet too often these struggles go unaddressed.
The numbers paint a stark picture. In 2021, 12.9% of adolescents ages 12 to 17 experienced serious suicidal thoughts, 6.2% made a suicide plan, and 3.6% attempted suicide.4 By April 2026, ED visits for suspected suicide attempts reached 160 per 100,000 visits nationally.1 Firearms accounted for 56.5% of suicide deaths in 2024.5 For young athletes, the stakes are heightened by a culture that often equates mental toughness with silence. Without proactive support, schools risk losing students to a preventable crisis. Understanding the importance of sports psychology is a critical first step toward changing that reality.
While nearly every NCAA Division I athletic program now employs sport psychology professionals, high school athletic departments rarely offer comparable resources. Most lack dedicated mental performance staff, leaving coaches and school counselors to fill a role they are not trained for. This gap means thousands of teen athletes never learn foundational coping skills, even as they face the same performance demands as college players. Comprehensive mental health resources for student athletes remain concentrated at the college level, creating a missed opportunity to build resilience during a critical developmental window.
Dr. Elaine Gilbert's mental resiliency pilot at Arsenal Tech models a different path. Instead of waiting for a crisis, her program teaches breathing exercises, cognitive reframing, and identity exploration as part of regular athletic training. This upstream intervention aligns with sports psychology research showing that mental skills can be taught and that they protect against anxiety and depression. By embedding these practices into daily team routines, schools can turn athletics into a protective factor rather than a stressor.
Many districts already invest in social-emotional learning (SEL) curricula. Integrating sports psychology into athletic programs extends that framework to the stadium and gym. Athletes learn emotional regulation, goal setting, and teamwork in a hands-on environment. For schools aiming to support the whole student, adding mental performance coaching to athletics is both practical and evidence-based. The Arsenal Tech model shows that with the right partnership, high schools can deliver this support at scale.
Translating sports psychology from textbook concepts into daily practice is a challenge many schools face. The pilot at Arsenal Technical High School in Indianapolis demonstrates how a well-structured program can make mental skills training an integral part of an athletic program. Now in its third year, the initiative was co-created by Dr. Elaine Gilbert, a pediatric psychologist with Riley Children's Health, and it offers a blueprint for embedding mental health support directly into high school athletics.1
Dr. Gilbert does not simply visit for occasional workshops. She is embedded with the Titans football team throughout the year. During the competition season, she works directly with 60 to 75 student athletes. In the offseason, that number adjusts to 30 to 50 participants who meet monthly, and summer sessions can expand to involve up to 100 students from multiple sports. This seasonal scaling shows that a single practitioner can reach a wide range of teens without sacrificing individualized attention. For aspiring professionals curious about what this kind of role looks like day to day, the work mirrors many of the responsibilities outlined in a day in the life of a sports psychologist.
The most distinctive element of the program is its sideline presence. Gilbert attends games and coaches psychology in real time. When a player struggles with frustration or anxiety on the field, she offers immediate strategies rather than waiting for a post-game review. Techniques include deep breathing exercises and a simple grounding method: counting while touching each finger to the thumb to slow down racing thoughts. This in-the-moment support helps athletes learn to regulate emotions under pressure, turning the competitive environment into a live classroom for mental skills.
Offseason sessions shift the focus to broader well-being. Monthly gatherings cover topics like sportsmanship, personal wellness, and identity outside of athletics. Guest experts and creative projects, such as a mural painting activity, keep the curriculum engaging and relevant. Gilbert describes the program's philosophy as preventative: by teaching skills early, it aims to reduce the likelihood of anxiety and depression taking hold, a critical need given that suicide has been a leading cause of death among youth in Indiana for the past decade, according to the Indiana Youth Institute.1
Success hinges on collaboration. When Coach Steve Moorman joined Arsenal Tech this year, he immediately supported the program, recognizing that mental performance is inseparable from physical training. His buy-in illustrates a key lesson for any school considering a similar initiative: the partnership between coaching staff and the mental health professional is not optional, it is the foundation. This model is especially relevant for youth sports psychologists looking to embed within school athletic departments. Without a coach who reinforces psychological skills during practice and games, even the best-designed curriculum can fall flat.
The Arsenal Tech mental resiliency pilot demonstrates that embedding sports psychology in a high school athletic program is both achievable and scalable. With a modest investment in a school-health system partnership, the program has reached hundreds of student-athletes across multiple seasons, offering a blueprint for districts nationwide.
Go it alone or share the load? When schools try to launch a sports psychology program, the instinct is often to hire their own full-time sport psychologist, an expensive and administratively complex undertaking. The partnership model flips that script, splitting responsibilities between a school and an external organization so that each contributes what they do best. At Arsenal Technical High School, Riley Children's Health provides the credentialed practitioner (Dr. Elaine Gilbert), while the school handles scheduling, space, and daily access to students. Neither entity carries the full weight alone, and the program has thrived for three years on this shared foundation.
The two most common reasons schools cite for avoiding on-site mental skills training are budget and credentialing. Hiring a licensed sports psychologist salary typically runs a district $70,000 to $90,000 annually in compensation alone, not including benefits, supervision, and continuing education. In a partnership arrangement, the external organization (such as a health system) absorbs the practitioner's salary as part of its community benefit or outreach mission. The school's contribution is operational access: fielding the scheduling, providing a private meeting space, and building the program into the athletic calendar. This keeps costs near zero for the school budget.
Credentialing becomes a nonissue because partners supply professionals who already hold state licensure to work with minors. Riley Children's Health, for example, ensures every clinician is fully vetted before they ever step onto campus. Schools avoid the lengthy background-check and liability insurance hurdles that come with a direct hire, while still gaining access to a specialist trained in both psychology and sport performance. For those considering this kind of sports psychology career, the partnership model opens doors to rewarding work in underserved school settings.
Not every school has a children's hospital next door. Here are three alternative models that work:
Start with the institution most likely to see a win-win. If a regional health system operates in your area, contact its community health or pediatric sports psychology department. Pitch a six-month pilot: you'll provide the athletes and the schedule; they provide a clinician one day per week. Emphasize the visibility they'll gain as a leader in youth mental health and the opportunity to collect outcomes data (with appropriate consent).
If a health system isn't feasible, move to local universities. Email the sport psychology program director and propose hosting practicum students. Highlight that your school offers a ready-made population of teenage athletes eager for mental skills training, exactly the hands-on experience graduate students need. In either case, frame the conversation around shared goals: building resilience, reducing performance anxiety, and keeping kids healthy. When both sides bring what they do best, the program becomes sustainable from day one.
Beyond Indianapolis, several high schools and districts across the country have built formal sports psychology programs for their student-athletes. These examples demonstrate that integrating mental skills training into high school athletics is not a one-off pilot but part of a broader, national shift. From large suburban districts to single high schools, a range of delivery models have proven effective.
In 2024, Cherry Creek School District implemented a tiered mental performance program.1 Contracted consultants, all CMPC certification holders, deliver team workshops, small-group leadership sessions, and optional one-on-one consultations.2 The program is integrated into the strength and conditioning calendar, with sessions held pre-season and during the season. Coaches report that athletes show a stronger ability to bounce back after mistakes, manage competitive pressure, and sustain consistent training intensity. They also note fewer emotional outbursts during high-stakes moments.
San Ramon Valley Unified partners with external sport psychology consultants who hold graduate degrees.2 Each year, all varsity athletes attend mental skills workshops, with sport-specific follow-ups available. A key feature is the integration with campus wellness centers, allowing a smooth referral process for students needing additional support. Since the program started, schools have observed increased use of mental health services, better communication between athletes and coaches, and reduced stigma. Athlete well-being scores have improved across participating teams.1
At Coronado High, a contracted mental performance consultant works with teams throughout an entire season. A pre-season needs assessment shapes a sequence of 6 to 10 group sessions. The consultant also observes practices and games, holds optional office hours, and leads coach education workshops.1 As a result, teams describe more resilient responses to setbacks, improved execution in late-game situations, and a notable drop in pre-game anxiety. Athletes report a greater sense of control over their performance.
Arsenal Tech's pilot relies on a pediatric psychologist from a children's hospital, focusing heavily on the football team with offseason expansion. In contrast, Cherry Creek and San Ramon show how districts can scale by contracting CMPCs or consultants to work across many schools and sports. Coronado's approach mirrors Arsenal Tech's depth but uses a performance-focused consultant rather than a clinical psychologist. Each model tackles common barriers: limited budgets, a shortage of qualified professionals, and unclear referral pathways.3 For aspiring practitioners wondering how to become a sports psychologist, these examples prove that multiple paths exist, from starting small with one team to launching a district-wide initiative. Building structured partnerships or embedded roles can address those barriers effectively, no matter the scale.
A high school sports psychology curriculum works best when it’s modular, schools can start with a few foundational topics and layer on more sessions over time. The table below outlines core areas drawn from the Arsenal Tech pilot and established best practices in applied sport psychology.
| Topic Area | Key Skills Taught | When to Introduce (Season Phase) | Example Activity |
|---|---|---|---|
| Breathing and Relaxation Techniques | Stress regulation, focus under pressure | Preseason and competition days | Deep breathing with finger-thumb tapping before games |
| Identity Exploration and Wellness | Multifaceted self-concept, resilience | Off-season and summer sessions | Group discussions on 'who am I outside of sports?' and journaling |
| Sportsmanship and Team Dynamics | Communication, respect, conflict resolution | Preseason and throughout the season | Role-playing difficult in-game scenarios and debriefing |
| Goal Setting and Motivation | SMART goals, process vs. outcome thinking | Preseason | Personal goal-setting worksheets reviewed monthly |
| Visualization and Mental Imagery | Rehearsal, confidence building | Competition season | Guided imagery sessions focused on successful plays |
| Self-Talk and Cognitive Reframing | Positive inner dialogue, challenging negative thoughts | Ongoing, with booster sessions | Creating cue cards with replacement statements |
| Anxiety Prevention and Early Intervention | Recognizing warning signs, coping strategies | All phases, with check-ins | Psychoeducational workshops on stress responses and help-seeking |
| Creative Expression and Guest Experts | Artistic expression, learning from role models | Off-season | Mural painting projects and athlete Q&A panels |
Deciding who should lead a sports psychology program often comes down to a school's budget and the depth of services they want to provide. A fully licensed psychologist brings clinical and performance expertise but comes at a higher cost, while a Certified Mental Performance Consultant (CMPC) offers sport-specific mental skills training without a clinical scope. Some schools bridge the gap with trained school counselors or supervised graduate students. The right fit depends on student needs, available resources, and legal requirements, especially when working with minors.
A licensed psychologist with advanced training in sport psychology, like Dr. Elaine Gilbert in the Arsenal Tech pilot, can address both performance enhancement and mental health concerns. State licensure requires a doctoral degree (PhD or PsyD), passing the Examination for Professional Practice in Psychology (EPPP), and supervised postdoctoral hours.1 Titles like "psychologist" and "sports psychologist" are legally protected; only board-licensed professionals may use them.1 This credentialing path ensures competence in assessment and treatment of clinical issues such as anxiety or depression, which can surface when working with adolescent athletes. For clinicians considering this direction, our guide on how a regular psychologist becomes a sports psychologist outlines the key steps. However, hiring a full-time doctoral-level psychologist is cost-prohibitive for most high schools. A part-time or consulting arrangement, like the Riley Children's Health partnership at Arsenal Tech, offers a scalable model if a local hospital or university can share the expense.
The Association for Applied Sport Psychology (AASP) offers the Certified Mental Performance Consultant (CMPC) credential, a rigorous certification focused solely on mental performance.2 As of 2026, candidates must hold at least a master's degree, complete 400 hours of mentored experience (including 200 hours of direct client contact, 50 hours of mentorship, 150 hours of support activities, and 100 hours in a competitive sport setting), pass the CMPC exam, and agree to the AASP Code of Ethics.3 The CMPC is accredited by the NCCA, but it is not a license to practice psychology.4 CMPCs are trained to teach mental skills like self-talk, imagery, and arousal regulation, similar to the deep-breathing and finger-tapping techniques used with Arsenal Tech athletes. In school settings, a CMPC must obtain parental consent and minor assent, maintain confidentiality except for mandatory reporting of abuse or harm, and avoid dual relationships that could impair objectivity.3 Their scope is strictly performance-focused; they refer clinical concerns to licensed mental health providers.
School counselors who complete sports psychology program coursework can integrate mental skills into their existing roles, provided they operate within their competence and consult with specialists when needed. Graduate student practicum placements from sport psychology programs offer a low-cost option under direct supervision, though schools must ensure supervisors are credentialed and that liability coverage is clear. In all cases, the practitioner must understand state mandatory reporter laws and obtain school approval before working with student-athletes.1
Schools without budget for a dedicated practitioner can start by training coaches in basic mental skills. The "train the trainer" approach empowers coaches to weave psychological tools into practices and games, as Arsenal Tech head coach Steve Moorman does by reinforcing techniques taught by Dr. Gilbert. Training can cover simple, evidence-based strategies: controlled breathing, goal setting, and conversations about identity beyond sports. While coaches cannot replace a trained consultant, this model builds a supportive environment and reduces stigma until a formal program can be funded. It also aligns with ethical calls to practice within boundaries: coaches are not performing therapy but are learning to recognize when a student needs a referral to a qualified professional.3
The Arsenal Tech pilot program demonstrated that a phased approach, starting with a single team, builds momentum and generates the data needed to expand. Follow these steps to bring mental resiliency training to your school.
Launching a school sports psychology program means choosing between no-cost partnerships that limit direct control and fully funded positions that require substantial upfront investment.
The Arsenal Tech pilot demonstrates a near-zero-cost model where a health system supplies the psychologist. This partnership approach works when a local hospital, university, or mental health agency is willing to embed a provider. The school provides access to students and practice time, and the external organization covers salary and liability. Many cash-strapped districts find this the most viable path.
If a partnership is unavailable, contracting a Certified Mental Performance Consultant (CMPC) offers flexibility. Hourly rates typically range from $75 to $200 depending on region and experience. Schools might contract for a few weekly sessions during the season, keeping costs manageable while still offering direct support.
Graduate practicum programs provide another low-cost option. Universities with sports psychology programs often seek placement sites for supervised students. The school gains a practitioner at little to no expense, though the arrangement requires a licensed supervisor and may involve more turnover as students graduate.
For long-term sustainability, some districts fund a full-time equivalent (FTE) position. This model integrates the sport psychology role into the school counseling or athletic department budget. Though harder to secure initially, an FTE signals institutional commitment and allows for deeper, year-round programming.
Practical scheduling is essential. The Arsenal Tech program shows two effective rhythms. During the competition season, the psychologist attends games and practices, delivering brief mental skills training, sometimes only 15 to 20 minutes. These sessions can piggyback on existing practice time, teaching techniques like deep breathing or focus routines without adding extra meetings.
In the offseason, the program shifts to monthly standalone meetings for athletes. At Arsenal Tech, these gatherings cover sportsmanship, wellness, and identity beyond sports, often inviting guest experts or running creative activities like mural painting. Summer sessions can accommodate even larger groups, up to 100 students.
Offering optional one-on-one sessions gives athletes a private space to discuss performance anxiety, team dynamics, or personal challenges. These can be scheduled before or after school, during study halls, or lunch breaks, minimizing conflict with academics.
Gaining support requires a multi-pronged approach. Start with data: present school board members and administrators with local youth mental health statistics, such as suicide rates or survey data on athlete stress. Framing the program as a preventative investment that reduces future crises can resonate with budget-conscious decision-makers.
The head coach is a pivotal ally. When a coach champions mental skills training, athletes and parents are more likely to participate. Coach Steve Moorman's support at Arsenal Tech helped normalize the program for the football team. Invite coaches to observe sessions or share testimonials from peers at other schools.
Parents can be skeptical about adding another layer to their child's schedule, so hold an introductory evening. Explain how mental resiliency training improves focus, reduces burnout, and enhances academic and athletic performance. Address confidentiality and boundaries clearly to build trust.
Even well-intentioned programs can falter by trying to do too much in year one. Start small, perhaps with a single team or a limited grade level. Arsenal Tech began with football and gradually expanded. This approach builds credibility and allows for adjustments.
Role confusion can undermine effectiveness. Understanding the branches of sports psychology helps clarify whether the practitioner serves as a mental health clinician, a mental performance consultant, or both. Define referral pathways for crises early on. Without clear boundaries, the practitioner risks burnout or scope-of-practice issues.
Finally, do not skip outcome tracking. Simple measures like pre- and post-season surveys, coach ratings, and injury data demonstrate value. Without evidence, it is hard to justify continued funding. Even a few qualitative anecdotes can sway decision-makers when budgets are tight.
How can schools measure whether a sports psychology program is actually making a difference for student-athletes? Without clear evidence, even the most promising mental resiliency initiative risks being cut when budgets tighten. The key is building evaluation into the program from day one, not as an afterthought.
Before a single breathing exercise is taught, schools need to know where their athletes stand. A common oversight is launching a program without collecting baseline measures, such as anxiety levels, coping skills, academic standing, or disciplinary records. Without that starting point, it's impossible to prove the program moved the needle. In the pilot at Arsenal Technical High School, for example, tracking began early, allowing staff to compare outcomes across seasons. That kind of preparation turns a well-intentioned effort into a sustainable, data-backed program.
Validated surveys are the backbone of any evaluation. Tools like the Sport Anxiety Scale-2 (SAS-2) or the Athletic Coping Skills Inventory (ACSI-28) can be administered before and after each season. In one school-based sport psychology curriculum studied in 2026, athletes showed a 91% retention rate in the program.1 Participants in a related positive youth development initiative saw self-esteem scores rise from 35.60 to 37.35, a Cohen's d of 0.78, which represents a large and statistically significant effect (p = 0.001).2 Broader research has also documented that psychological skills training programs yield positive effects 93% of the time, with 60% of those effects considered substantial.3 Beyond surveys, schools can monitor grade point averages, attendance, and disciplinary incidents. If a program is truly building mental resiliency, those numbers often improve.
Numbers only tell part of the story. Monthly check-ins with coaches and brief feedback forms from athletes can capture shifts in team culture, communication, or individual confidence that surveys might miss. At Arsenal Tech, off-season discussions cover identity beyond sports and sportsmanship, generating a rich narrative of growth. Schools that pair quantitative data with qualitative anecdotes can paint a compelling picture for stakeholders.
Programs that demonstrate measurable impact are far more likely to survive budget cycles. When a school can show that participation correlates with reduced anxiety, better coping, or fewer behavioral referrals, administrators and funders take notice. For aspiring practitioners considering a sports psychology doctoral program, understanding program evaluation is a critical skill that sets you apart in school-based settings. By publicly sharing results, even in a simple internal report, coordinators build a case for expansion. In the end, tracking effectiveness isn't just about validation; it's about ensuring that the mental health benefits for student-athletes outlast any single grant or school year.
The Arsenal Tech pilot program is more than a local success story. It signals a broader shift. High schools are increasingly recognizing the value of mental skills training, and as districts look to replicate this model, demand for qualified sports psychology professionals in K-12 settings is beginning to rise. For students considering a degree in sport psychology, this emerging career avenue offers a chance to work directly with youth athletes in school environments, blending performance coaching with mental health support.
Most high school sports psychology roles will require a master's or doctoral degree in sport psychology, clinical psychology, or a related field. A common pathway starts with a bachelor's in psychology or kinesiology, followed by a specialized graduate program. After earning the advanced degree, the Certified Mental Performance Consultant (CMPC) credential, overseen by the Association for Applied Sport Psychology, is often the next step. Some professionals may also pursue state licensure as a psychologist if they hold a doctoral degree and intend to offer clinical services. For placements within health systems like Riley Children's Health, clinical licensure can be especially valuable, as seen in Dr. Elaine Gilbert's role. If you're exploring sport psychologist qualifications, a step-by-step credentialing plan is the best place to start.
Dr. Gilbert's work illustrates a growing niche: pediatric sport psychology. As a pediatric psychologist with Riley Children's Health, she brings clinical expertise into the athletic arena, addressing both performance and mental wellness. This hybrid role is well suited for professionals who want to apply sport psychology principles within a healthcare-school partnership. It highlights how training in child development and clinical intervention can complement sport performance practice, making it a compelling direction for degree seekers drawn to working with young athletes.
Nationwide, the psychology field is expanding. The U.S. Bureau of Labor Statistics projects faster-than-average job outlook for sports psychologist roles in the coming decade, driven partly by greater awareness of mental health in schools. While specific data for high school sport psychology positions is still limited, pilot programs like the one at Arsenal Tech point to a growing niche. Early career salaries for sport psychologists in educational settings can vary widely, but those with clinical licensure and the CMPC credential are positioned for competitive earnings. As more districts adopt similar programs, the demand for credentialed practitioners is expected to increase, making this an opportune time to enter the field.
Understanding how sports psychology programs function in a high school setting can help schools and parents evaluate their potential. Here are answers to common questions, drawn from the real-world example at Arsenal Technical High School in Indianapolis.
