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BRISTOL, R.I. — For Lucas Matthews, supporting students goes beyond academics. It is about connection, identity, and ensuring every student feels seen.

At �鶹ɫ��Ƭ, the senior from Pocomoke City, Md., has built an academic and experiential path centered on those values – one that is preparing him for a career in school counseling.

An Educational Studies and Psychology double major with a minor in English Literary Studies, Matthews did not initially set out to pursue counseling. He arrived at �鶹ɫ��Ƭ as a Secondary Education major, drawn to his interest in English and teaching. But early classroom observations prompted him to reconsider what role in education felt most meaningful.

“I realized I love English, and I love education, but I didn’t see myself teaching content standards and making lesson plans,” Matthews said. “What I did love was the mentorship role.”

That realization led him to shift his academic path, combining Educational Studies and Psychology to create a more flexible, interdisciplinary approach focused on student support.

Through coursework and research, Matthews began to explore how schools can better support students, particularly those from underrepresented communities. In an educational research course, he examined how partnerships with community-based organizations can strengthen support systems for LGBTQ+ students.

“That research helped me explore school counseling more in-depth and how school counselors and educators can support students of all identities,” he said.

He expanded on that work through his senior thesis and honors capstone, while gaining hands-on experience as a school counseling intern at Argosy Collegiate Charter School in Fall River, Mass.

In that role, Matthews worked directly with students and faculty, co-counseling students receiving specialized instruction, observing counseling sessions, facilitating lunch groups, and supporting classroom environments. The experience provided a clearer understanding of how counselors function within a school system.

“You are a liaison for students,” he said. “You help connect them to resources, advocate for them, and collaborate with teachers, administrators, families, and outside organizations.”

That work also led to a student-centered initiative designed to expand access to literacy. Matthews developed a student-run book cart program, creating both the infrastructure and opportunities for students to take on leadership roles.

“I was able to create an Argosy book cart and the structure to support it, allowing students to volunteer, manage the cart, and share books with their peers,” he said.

He also gathered student feedback to help inform the development of the school’s future library space, combining survey data with research to better understand how libraries can support both academic and personal growth.

These experiences reflect Matthews’ broader belief that education should support the whole student – academically, socially, and emotionally.

His academic interests reinforce that perspective. Through his English Literary Studies minor, Matthews has explored how literature can shape identity and emotional development.

“Books have been really helpful for me in forming my own identity and authenticity,” he said. “I’d love to be part of a school culture of reading – not just for academic skills, but for mental health and helping students find themselves.”

Matthews’ commitment to student support is also shaped by his own experiences. As a first-generation college student who identifies as LGBTQ+, he understands the importance of belonging in educational spaces.

“Navigating college as a first-generation student has been really interesting, but also really fulfilling,” he said. “I’ve been able to help students who are also first-generation and nervous about what college life entails.”

On campus, Matthews has taken on roles that reflect that commitment, serving as an Orientation Advisor, Peer Mentor Lead, and Writing Tutor. He also co-founded the  and now serves as club treasurer. In each role, he helped students navigate transitions and build confidence.

“I love being one of the first students that others meet when they come to campus,” he said.

His dedication to mentorship extends beyond �鶹ɫ��Ƭ. For three summers, Matthews worked as a one-to-one counselor at  through  in Johnston, R.I., supporting youth and adults with autism spectrum disorder.

“I love to help support youth with disabilities, and I got to do that through this job,” he said. “I’ve grown so much through it, too.”

After graduation, Matthews will join the William James College Behavioral Health Service Corps for one year to further develop his clinical experience. He will then pursue a Master of Education in School Counseling at either Bridgewater State University or Boston University, where he has been accepted.

Throughout his journey, Matthews has remained focused on a single goal: helping students feel supported, understood, and seen in their school communities.