Nearly 150 students from 16 schools across multiple counties gathered at Lehighton Area High School on Nov. 1 for Aevidum’s interactive “Talk Workshop.”

The workshop, led by Aevidum’s director of outreach, Mary Pritchard, focused on mental health awareness and suicide prevention, providing students with the tools and inspiration to create supportive and inclusive environments at their own schools.

Aevidum, which began in Cocalico High School in 2003, has since expanded to nearly 300 schools. The organization’s mission emphasizes open dialogue on mental health, with a unique focus on peer-to-peer support and student-driven initiatives.

“We believe that open dialogue is essential to shattering the stigma surrounding mental health,” Pritchard said. “Our Talk Workshops are designed to create safe spaces where individuals can express their feelings, share experiences, support one another, and work together to build caring and supportive school communities.”

The event kicked off with an introduction to Aevidum’s core values, which Pritchard highlighted as the “four characteristics of a healthy school” — acceptance, acknowledgment, appreciation, and caring. Students at the workshop were encouraged to implement these principles in their schools, promoting a culture where everyone feels seen and valued.

“The students develop, using their own ideas, campaigns within the school to promote these four characteristics,” she said.

Andrew Hrusovsky, a senior at Lehighton Area High School and a leader in the school’s Aevidum club, played an active role in Friday’s event. Hrusovsky emphasized the sense of community and support Aevidum fosters among students.

“At first, I got into Aevidum because one of my friends was in it,” Hrusovsky said. “But the reason I stayed was because it’s such a good and welcoming group that really has a good meaning, a good message that really helps out around the school, which we really need.”

For many attendees, the workshop offered not only practical strategies, but also a sense of empowerment to return to their schools and champion mental health. According to Hrusovsky, the workshop turnout was even greater than expected.

“We have way more people than we thought we would, which is a good problem to have,” he said.

Pritchard and her team organized several breakout sessions and small group activities to foster open discussions among students. These sessions allowed student leaders to share personal stories and exchange ideas for improving mental health culture in their respective schools.

Reflecting on the openness of students to discuss difficult topics, Pritchard said, “The leaders that are leading these small groups … their willingness to be open and vulnerable in front of their peers, then gives their peers permission to be the same. And that’s a powerful thing. I get goose bumps every time I see these kids in action.”

The workshop also introduced participants to Aevidum’s “Friend to Friend” curriculum, a structured program that guides students on how to support a peer in need. It encourages students to listen and express concern while guiding their friend to seek help from trusted adults, rather than taking on the emotional burden themselves.

“We don’t want them to take it on,” Pritchard said. “We want them to bring (their peers) to the person that can help.”

She added that the program aims to break down the stigma surrounding help-seeking, noting that students are increasingly stepping forward to support each other.

Aevidum’s impact was evident Friday as students worked on plans to incorporate new ideas in their schools.

“I hope students from other schools find new ideas for what they can bring back to their school,” Hrusovsky said. “I hope they have a new resolve … I hope they take a lot from this and have a good time.”

The workshop provided resources for adult attendees as well, offering information on the role of Aevidum advisers, and materials to support their work in guiding student-led initiatives.

Pritchard described Aevidum’s long-term goal as building a “web of influence,” creating connections between schools that can serve as support networks for students. She recounted a time when students she had trained at Nazareth High School reached out to her with concerns about a peer from a different school.

“More often than not, there was a valid concern,” she said. “It’s a real testament that what we’re doing is working.”