Thirty-five years ago Synethia Nichols made Roanoke History as its first public school system’s school psychologist. Needless to say, it was both a daunting and unique opportunity. During a recent conversation “Sam,” as she is called by family, friends and colleagues, recalled feeling “…excited and apprehensive.” When pressed to explain such a curious first day reaction, her reply was, “excited because I was not sure what to expect; but ready to put all of my learning into practice.” I was apprehensive about making mistakes; making sure that I accomplished what I set out to do; wanting to be effective with all of those that I came in contact with; being able to grow in my skill set and being able to develop the needed level of competence and confidence the job required.”
Some specific benefits of retirement that Nichols was looking forward to included “…not having to get up early unless I choose to, relaxing, reflecting, and thinking about future plans. Perhaps the one benefit Nichols looked for most was “being able to spend more time with her husband Fletcher Nichols (recently retired Fine Arts Teacher, Patrick Henry High School) and doing the things we do together including ministry, music and more.” She also looks forward to having more time to support their two remarkable sons Joseph and Jared as they reach their education and career goals while moving into adulthood.
Joseph is a recent graduate of James Madison University (JMU) in Harrisonburg, VA. Jared currently attend Radford University. Both parents, like millions of others, have had to balance demanding careers with raising their children and finding more time to for them is always a welcomed change.
Being a school psychologist in the public education system, has come with its own set of challenges. For Nichols, having a commitment to understanding and being a support for both side of the table was a priority. Unlike private child psychologists, school psychologists have a more specific, technical and regulatory focus and in the public school setting generally do not function as therapists. Some are licensed and while able to provide counseling, it is generally not a primary focus. Instead, their primary focus is providing the professional, regulatory and related support for administrators, teachers and students who are part of the system’s special education program. Much of the time is spent working as part of an established team of school professionals who assess and diagnose students, and develop specific instructional plans for special education students. In addition, they work with the students and parents to insure the most efficient and effective education program for the student living with a myriad of learning challenges ranging from general learning impairments to more severe challenges requiring medication and other resources.
When questioned why she chose this particular profession, not viewed as one of the most sought after for Black men or women as, according to the American Psychological Association, Blacks represented only 5% of psychologists overall, she replied: Having a mother who taught special education in the Norfolk School system, She, wanted to be part of the education process in a way that provided support without being in the classroom and my mother was a special education teacher who took pride in the success she had with her students she used to say, “I can teach anybody how to read. There is no reason a child can’t improve having spent the time in the classroom experience: My mother used to speak with pride to her teacher friends about my working as a school psychologist.”
Roanoke was one of three potential placement options when Nichols was being interviewed for the required internship associated with her college degree program. “The fact that Emily Brown, one of my roommates from college, who was from Roanoke, was available to share an apartment, the city environment, and having church family here I had known since childhood made Roanoke the best choice.”
Dr. Deloris Johns was head of the school system’s Guidance Department at the time, and a member of the interview committee that eventually recommended Nichols to be hired for the position. She remembers the interview experience fondly, and she and Dr. Johns have remained friends through the years. Like Dr. Johns, Nichols says she is both appreciative and respectful of the many exceptional colleagues she had the pleasure of working with throughout the years and expects to enjoy many of those relationships in retirement.
When asked what she considers her most proud contributions to the system. Nichols mentions her service to schools and parents.
“It was important how I came across in meetings—that parents understood the process and benefits to their child. Being an advocate for the process on behalf of the school, and for the parents sometimes meant following them out to the parking lot to reassure them, and even giving them my number in case they had other questions.” “Those things were very important to me.”
Nichols believes that being able to effectively communicate with parents no matter who they were was a critical part of getting her job done. Nichols enrolled in sign language & Spanish classes in order to improve communications with hearing impaired students and parents, as well as with the growing numbers of Hispanic children and parents becoming part of the Roanoke school system. “The biggest part of it is to make sure parents understood what the school was doing for their child, that parents would notice their child gradually not coming home as frustrated, and that the system was working on their child’s behalf.”
What also sticks out for Nichols about her 35 years is “…the relationships I’ve developed with parents, colleagues and school staff in their efforts to educate all children. I’ve always felt free in my approach to serving parents. I will probably not miss the occasional meetings that were somewhat tense, or involved parent advocates. But I will miss reminding parents that they are a valued part of the process and that their feelings and concerns matter,”
As for what’s next, Nichols will continue to enjoy being a wife, mother, part of the music ministry and more recently, a businesswoman and entrepreneur (“Caramels By Sam”) and a retired school psychologist. “It’s been a juggling piece that has been made easier by retirement.”
On balance, Nichols believes that her experience in the City School System was a good one and says that she is grateful for the opportunity and believes she helped change lives of students and parents for the better.
“It was never a job for me, but a calling that made the difference in how I dealt with people in sometimes difficult situations.”
Sam leaves the post with excitement for the freedom, family time, and life ahead and is only a little apprehensive about being able to maximize life in retirement in ways that makes the most of her life with family, ministry and business. But after all is said and done, “the journey has been Worthwhile.”
