Leila Lurie

From a young age, school-based therapist Leila Lurie has valued the process of helping others. Growing up in lower Manhattan, she and her father became friends with homeless people around them, offering them meals, support and a place where they could safely store their belongings on their terrace. Lurie believes that these experiences taught her to recognize the strength and worth of people, and she references her memories from this time as one of her inspirations for becoming a therapist. 

 

Lurie claims the diverse environment she grew up in shaped who she is as a person. She received her bachelor degree and a master's degree in Counseling Psychology from John F. Kennedy University, and continued her education by going through extra training and becoming a licensed marriage and family therapist. However, Lurie mentions that she had always wanted to work with younger people. 

 

“I wanted to work with kids and teens in particular [because] I feel like it's such an exciting age,” Lurie said. “I think adults tend to be more set in their ways and that, no matter how low a teenager might be feeling, no matter how depressed, no matter how much trauma they've experienced, there tends to be a little bit more hope. There tends to be a little bit more of a sense of possibility.” 

 

After serving in education for 23 years and working in FUHSD for almost 21 of those, Lurie claims that, coming from Fremont High School to MVHS, Principal Ben Clausnitzer’s positivity and caring nature allowed her to feel very comfortable about the transition.

 

Despite feeling supported, Lurie believes that one of her biggest challenges is time — she wishes she had more opportunities to spend with her students, do more research in general or simply to have conversations with staff members. 

 

In her free time, Lurie enjoys hiking, thrift shopping, taking walks on the beach and watching Netflix shows such as her personal favorite, “Money Heist.” She mentions that her warm welcome in joining the MVHS community has already allowed her to bond with students who have needed support. 

 

“I've had some great times with students already — students who have not historically felt very included,” Lurie said. “We're playing games, we're doing work [and] they're coming to school more often.”