In a school where stress, pressure, and anxiety often go unnoticed, there are people working quietly behind the scenes to support students when they need it most. DOMUS advocates are not always visible, but their impact on students’ safety, mental health, and well-being is undeniable. That being said, I sat down with one of Stamford High School’s remarkable Domus Advocates, Erica Newton. During our conversation, Newton shared insight into how the program works and the many ways advocates support students and their families who may be struggling. 

Much of the DOMUS work happens through referrals, supporting students who are often recommended to them by teachers, counselors, or administrators. “The program is designed for incoming high-school students who may be struggling with attendance, grades, or at home trauma, and it’s built to keep them on track,” Newton says. Through referrals, advocates are able to reach students who might not otherwise seek help on their own, allowing them to provide support before challenges become overwhelming. Although DOMUS advocates primarily work with a specific group of students, Newton emphasized that their doors are open to anyone who may need support. The openness and kindness from Newton and her fellow advocates is essential; they are meant to listen and help any student who may need a little extra direction.

Throughout our conversation, Newton emphasized that DOMUS works as a bridge, -or a “liaison”- between the student, their family, and the school, creating a stronger support system for those who need it most. While administrators and guidance counselors also work hard to support students, DOMUS advocates place a particular emphasis on building real interpersonal connections. Since they work so closely with their students, the advocates are able to better understand factors that affect students’ daily lives and offer support that feels more personal and consistent. You can always count on your advocate to be a voice in times where you may struggle to find yours. 

In addition to providing a safe space that students can rely on, the program offers incentives and activities as rewards for effort and progress. Students may earn things like gift-cards, snacks, field trips, or opportunities to participate in after school activities when they meet their goals for attendance, behavior, or academics. There has been chatter that these practices “dumb” down DOMUS to just ‘bribery’ for the bare minimum, but these incentives are not simply rewards or ‘payments’, but rather tools that help students stay present and motivate them to push forward. Combined with the emotional support advocates provide, these opportunities create an environment where students feel encouraged and recognized to do their best. 

Learning about the DOMUS program made it clear that advocates like Newton are often the much needed support system within a school community. They are the ones helping students navigate difficult situations while remaining kind, welcoming, and deeply invested in their success. Programs like this remind us that sometimes the most meaningful support in a school comes from the people who devote time to truly listen, build relationships, and help students believe in their ability to succeed. 

You can visit the advocates’ individual offices on floor B-100 for support or an open ear.