Imagine this: You are walking into the Deans’ Office, your nerves on edge as you wonder what is waiting for you behind that door. The air feels heavy, the walls seem to close in, and your heart races as you prepare for the worst. For many students, this is not just imagination — this is reality. The Deans’ Office has a reputation of fear rather than support.  

The problem is not their intentions — it its’s the stigma that has built up around their office. The fear and tension felt by many students stem from misunderstandings of the deans, students, and even teachers. To change this dynamic, both the deans and students need to bridge the gap and foster a more connected Webb community. The deans can work to make their roles more relatable, offering opportunities for casual engagement, while students can play a part by challenging the stigma and seeing the deans not just as figures of authority, but as accessible mentors who care about their well-being. This shift is important because a supportive and approachable relationship fosters trust, making it easier for students to seek help when they need it. By breaking down the stigma, the Webb community can create an environment where respect and connection go hand in hand. 

One key factor in unintentionally reinforcing this fear is the role of Cindy Lopez, the Executive Assistant to the Deans Office. Her job often involves pulling students to the Deans’ Office from class for meetings with the deans, which can range from simple tasks like signing documents to disciplinary matters. While routine, this process often feels like the first step toward trouble for many students, creating a sense of anxiety before they even know the reason for being called in.  

“Every time I come to a class to pull a student, I see faces drop and nervousness crack open!” Ms. Lopez said. “I hate that it makes them so anxious because most of the time, it’s nothing serious at all.” 

Even the simple act of being called to the Deans’ Office triggers anxiety in students, especially since they do not know the reason for their visit. The tension in these moments is a direct result of the building’s intimidating stigma typically associated with the Dean’s Offices. 

“Whenever Ms. Lopez comes to pull someone from class, I get nervous, even though I haven’t done anything wrong,” Siena Burke (‘25) said “It’s just scary because she usually pulls people for bad stuff, like an HC.”The tone of her calls or the way the meetings are framed — whether Ms. Lopez is pulling kids for something as minor as a simple reminder or as serious as a disciplinary issue — can leave students feeling anxious before they even step inside the Deans offices. 

 It is common for students to further contribute to this fear by reacting with phrases like “ooo” or gasps when Ms. Lopez pulls a kid from their class. This behavior, though meant to be playful, reinforces the idea that being called to the Deans’ Office is something to fear, so the association of the Deans’ Office with punishment is often formed right from that moment. 

Steven Galarsa, the Attendance Coordinator, explained how he notices the fearful stigma being pushed even by teachers. 

“There’s times I have pulled kids from class, and teachers would joke that somebody’s in trouble,” Mr. Galarsa said. “It would just be something as simple as signing something.” 

This moment with Mr. Galarsa is a perfect example of how the stigma can perpetuate itself through both student and staff reactions, further distancing the Deans’ Office from its potential role as a supportive, approachable space. 

Sarah Lantz, Dean of Students, recognizes the importance of breaking down the stigma surrounding the Deans’ Office. She acknowledges that the building’s location contributes to its intimidating nature.  

“I think a little bit of that fear of the Deans building is because the other dean’s offices are far and tucked away, but my office is more accessible as it’s usually open and closer to campus,” Dean Lantz said. 

However, Dean Lantz also emphasizes that while she wants to erase the fear factor, she still believes in maintaining respect for the building and its role in upholding school policies.  

“It’s important to create a space where students feel supported, but also where the seriousness of our role in upholding school policies is respected,” Dean Lantz said. “We want to be approachable but not to the point where the line between guidance and discipline gets lost.” 

Dean Lantz emphasizes the need for respect and balance within the Deans’ Building, John Choi, Director of Culture and Community, also sees the building’s physical environment as a significant obstacle to creating a sense of approachability. 

When Mr. Choi was offered an office in the Deans’ Building, he chose to decline. He felt that being in such a space would deter students from stopping by to say hello or engaging with him casually.  

“When I was offered an office in the Deans’ Building, I decided to decline,” Mr. Choi said. “I felt that being in that space would create distance between me and the students.” 

Mr. Choi himself admitted that the building’s aura — marked by its association with high-ranking administrators, dim lighting, and brick walls — gave it an intimidating vibe. 

 “It’s not the kind of place where students would feel comfortable just dropping in,” Mr. Choi said. “It feels a bit too formal and standoffish for the work I want to do.” 

His decision to decline an office in the Deans’ Building reflects a deeper concern about how the physical environment can shape students’ perceptions and interactions with those in leadership roles. For someone whose role revolves around fostering connections and building relationships, being stationed there would send the wrong message and create unnecessary barriers between him and the students. 

“The deans are really nice, but the building itself feels so cold and uninviting,” Pristine Thomas (‘25). “It’s hard to shake the feeling that it’s a place for punishment, not support.” 

Building on these concerns, I proposed an idea during my interview with Dean Lantz that could help ease the tension surrounding the Deans’ Building. I suggested hosting a holiday open house during the first week after break, during which students could come by , and interact with the deans in a casual, low-pressure setting. This informal gathering could provide an opportunity for students to feel more comfortable in the space and connect with the deans outside of disciplinary contexts. 

Dean Lantz agreed to the idea and hosted a hot cocoa pop-up event during the week of December 3rd. Set up just outside the Deans’ Building, the event welcomed students with warm drinks handed out by Mr. Galarsa, Dean Tadeo, and Dean Lantz and  casual conversations. The goal was to create a more approachable atmosphere and encourage students to see the Deans as supportive and friendly rather than intimidating.  

For many, it was a chance to experience the warmth and care often overshadowed by the office’s disciplinary associations. Students appreciated the gesture, with many stopping by and recognizing the warmth and care often overshadowed by their disciplinary roles. 

“I was talking to Mr. Galarsa and realized he was such a sweet guy,” Maddie Leiva (’27) said. “He asked me about my day and put a hot cocoa bomb in my cocoa for me.” 

The Deans’ Building may carry an intimidating reputation, but efforts like the hot cocoa pop-up show that breaking down the stigma is possible. By fostering more opportunities for casual, positive interactions, the Deans and their team can create a balance between their roles as enforcers of school policies and supportive mentors. Ultimately, bridging this gap will require both students and administrators to work together in reshaping perceptions and making the building a space that feels approachable and welcoming for all. 

“The Deans’ Building may have a reputation for being intimidating, but we’re working hard to change that,” Dean Lantz said. “Through small efforts, like the hot cocoa pop-up, and focusing on building personal connections, we hope to make it a place where students feel comfortable. Our goal is to be seen as mentors who support, rather than just enforcers of rules, and for that, we need to create a space where students can approach us with ease.”