Mental Health and Wellness

Contact Information

MentalandBehavioralhealth@tea.texas.gov

 

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Phone: 1-855-SPEDTEX (1-855-773-3839)

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Welcome to the Texas School Mental Health and Behavioral Health Website.

 TEA developed these web pages to provide information to help schools to support students' mental and behavioral health.

Approximately one in six school-aged youth experiences impairments in life functioning, including impacts on academic achievement, due to mental illness. The number of students experiencing mental illness increases as young people grow older.

Outside of the student’s home, schools are the most likely place where mental health concerns will be detected. Fortunately, the earlier mental health concerns are detected and addressed, the more likely a student is to avoid the onset and/or progression of mental illness. Many times, signs of deteriorating mental health are noticeable well before a mental illness emerges.

This website seeks to assist school personnel with resources for supporting student mental health. In Texas, there are numerous collaborative efforts, statutes, services, programs, and strategies available to support the identification of mental health challenges and to address them.  Please bookmark the page, share the link, and visit often to learn of new resources and opportunities for promoting school mental health in Texas.

Mental Health Training Requirement Frequently Asked Questions

During the 88th Legislative Session, House Bill 3 was passed to establish a requirement that each district employee who regularly interacts with students enrolled at the district complete an evidence-based mental health training program designed to provide instruction to participants regarding the recognition and support of children and youth who experience a mental health or substance use issue that may pose a threat to school safety. 
(TEC § 22.904)

This document will provide answers to frequently asked questions for the implementation of this legislation with reference to 19 TAC § 153.1015.

HB 3 Mental Health Training FAQ  (July 2025)

Best Practice Resources for Schools

In accordance with statutory requirements established by TEC §38.351, the Health and Human Services Commission (HHSC) coordinates with the Texas Education Agency (TEA) and Education Service Centers (ESCs) to annually review a list of recommended best-practice programs and practices for public schools. In collaboration, these entities have compiled a list of practices and programs to create the Mental and Behavioral Health Recommended Evidence-Based Programs and Research-Based Practices Repository. The repository includes important practices and programs for school leaders’ consideration. These resources are intended to support mental and behavioral health along with academic achievement. 

You can visit the new Texas School Mental Health Website for the Mental and Behavioral Health Recommended Evidence-Based Programs and Research-Based Practices Repository. This repository is updated as resources are reviewed and approved.

 

Mental Health Best Practices and Programs List Competencies 

Mental Health Best Practices and Programs List Competencies - The competencies outlined within this document serve as a foundational guide for selecting best-practices and research-based programs that meet the requirements of TEC §38.351, TEC §38.036, TEC §21.451, and TEC §21.4515. School systems may use these competencies when evaluating programs or practices not currently on the list established by TEC §38.351, ensuring that locally selected approaches are aligned with statutory requirements. By addressing multiple areas of school mental health, these competencies support a comprehensive and integrated implementation strategy. The list of best-practice-based programs and research-based practices is not exhaustive, and approaches for fulfilling the competencies are not limited to the examples provided within this document.

  • 1. What is the intent of the bill?

    The bill is intended to help prevent youth suicides. Providing national crisis-line numbers to students is a statewide suicide prevention strategy. The goal is to equip students with awareness, information, and immediate access to help in a crisis by providing the numbers for students to read on their student identification (IDs) issued by the school to students in grades 6-12.

    2. Does a school need to provide the crisis numbers if our district uses digital student IDs, such as through an APP?

    Yes. The national suicide prevention crisis-line numbers should be included on digital IDs, or other issued student IDs regardless of format, to meet the bill’s suicide prevention intent.

    3. Can we use printed stickers with the crisis numbers securely affixed on our student IDs?

    Yes.

    4. Are we required to issue IDs if our school or district does not issue IDs to students?

    No. The bill does not require that schools issue IDs if a school does not issue any IDs to students. However, it would be beneficial to have these crisis-line numbers available to students who do not have IDs.

    5. What are the national crisis line numbers?

    The current numbers for the 2021-2022 school year are: National Suicide Prevention Lifeline (NSPL) (1-800-273-TALK) (8255) and the Crisis Text Line (Text TX To 741741). If a school has already printed (Text HOME to 741741), that also works.

    6. Might the numbers change for subsequent school years?

    Yes. TEA has been informed that the NSPL number may change for the next school year.

  • Pursuant to TEC §38.351 Section (b), Sub-sections (c-6) and (c-9) each school district may select programs related to this area of mental health promotion and intervention, substance abuse prevention and intervention, and suicide prevention for appropriate implementation in the district. Resources related to this component of school mental health focus on strengthening the quality and character of school life, including interpersonal relationships, teaching and learning practices, and organizational structures, as experienced by students enrolled in the school district, parents of those students, and personnel employed by the district. To view resources on this component of school mental health you can visit the new Texas School Mental Health Website for the Mental and Behavioral Health Recommended Evidence-Based Programs and Research-Based Practices Repository. 

  • Pursuant to TEC §38.351 Section (b) and Sub-section (c-1) each school district may select programs related to this area of mental health promotion and intervention, substance abuse prevention and intervention, and suicide prevention for appropriate implementation in the district. Early mental health prevention and intervention includes both mental health promotion and early mental health interventions. Resources related to this component of school mental health fosters competencies through training, strengthens community assets to prevent mental disorders and to identify needs early, informs and connects families with services and support to address needs, and enhances well-being and quality of life for people and communities.  To view resources on this component of school mental health you can visit the new Texas School Mental Health Website for the Mental and Behavioral Health Recommended Evidence-Based Programs and Research-Based Practices Repository. 

  • Pursuant to TEC §38.351 Section (b) and Sub-section (c-7) each school district may select programs related to this area of mental health promotion and intervention, substance abuse prevention and intervention, and suicide prevention for appropriate implementation in the district. Positive Behavior Interventions and Supports are strategies employed by schools to effectively teach, encourage, and reinforce pro-social behavior in and out of the classroom. Resources related to this component of school mental health focus on prevention and early intervention, teamwork between all adults, meeting students’ needs, and building a positive school climate and culture. To view resources on this component of school mental health you can visit the new Texas School Mental Health Website for the Mental and Behavioral Health Recommended Evidence-Based Programs and Research-Based Practices Repository. 

  • AWARE Texas seeks to achieve intermediate and long-term outcomes for Advancing Wellness and Resilience in Education (AWARE) through sub grants and collaboration with education service centers (ESCs) and local education agencies (LEAs) to accomplish the SAMHSA purpose, goals and activities. Goals were approved for implementation by

    the Texas Education Agency in partnership with the Health and Human Services Commission (HHSC) and the Texas Institute for Excellence in Mental Health (TIEMH).

    Texas AWARE State Management Team Partners:

    Department of Family & Protective Services

    Department of Juvenile Justice

    Health & Human Services Commission

    South Southwest Mental Health Technology Transfer Center

    Texas Education Agency

    Texas Workforce Commission

    The University of Texas at Austin—Texas Institute for Excellence in Mental Health

    Unified Services for All Children Advisory Council

     

    Texas AWARE Local Educational Agencies & Community Partners

    AWARE Texas Expansion Consortium (2021) seeks to achieve intermediate and long-term outcomes for Advancing Wellness and Resilience in Education (AWARE) through sub grants and collaboration with local education agencies (LEAs) and local mental health authorities (LMHAs) to accomplish the AWARE goals and activities. The Project AWARE Expansion Consortium deploys evidence-based mental health resources in 3 central Texas LEAs. These LEAs were chosen due to higher rates of community impacts from the Covid-19 pandemic and high rates of population growth in these central Texas AWARE districts.

    Education Service Center 13

    • Manor Independent School District
    • Elgin Independent School District
    • San Marcos Consolidated Independent School District               
    • Integral Care
    • Hill Country Mental Health and Developmental Disabilities Center 
    • Bluebonnet Trails Community Services

    The original A.W.A.R.E. Texas grant was awarded to Texas from 2018 to 2023 in an effort to support the mental health and wellness of students and families in the Texas Gulf Coast, impacted by Hurricane Harvey. Below list the LEA and community partners for AWARE Texas Gulf Coast. 

    Education Service Center 3

    • Port Aransas Independent School District
    • Behavioral Health Center of Nueces County
    • Refugio Independent School District               
    • Woodsboro Independent School District
    • Gulf Bend Center

    Education Service Center 4

    • Goose Creek Consolidated Independent School District
    • The Harris Center for Mental Health & IDD

    Education Service Center 5

    • Bridge City Independent School District
    • Spindletop Center

     

    AWARE Texas Goals

    Increase and improve access to culturally competent and developmentally appropriate school and community-based mental health services.

     Increase awareness and identification of mental health issues among adults working with young people.

    Help students develop skills that promote resilience, self-regulation and pro-social behaviors, avert development of mental health disorders and prevent youth violence.

    Develop an infrastructure that will sustain services at LEA/ESCs and build statewide capacity for promoting mental health awareness and evidence-based practices.

  • Pursuant to TEC §38.351 Section (b) and Sub-section (c-3) each school district may select programs related to this area of mental health promotion and intervention, substance abuse prevention and intervention, and suicide prevention for appropriate implementation in the district. Substance abuse prevention involves helping individuals develop the knowledge, attitudes, and skills needed to prevent substance abuse. Resources related to this component of school mental health are intended to foster protective factors, such as school connectedness and positive peer relationships, which can help students avoid engaging in risky behaviors and help students learn skills important to promoting healthy choices, such as decision making, goal setting, self-management, and bystander intervention. Intervention resources are intended to support students and their families to enhance or maintain their treatment and recovery from substance misuse. To view resources on this component of school mental health you can visit the new Texas School Mental Health Website for the Mental and Behavioral Health Recommended Evidence-Based Programs and Research-Based Practices Repository.  This repository is updated as resources are reviewed and approved. For additional communications resources and support for school systems in their efforts to educate their school communities on the growing dangers of fentanyl, visit the TEA's Fentanyl Response Communication Toolkit. 

  • Pursuant to TEC §38.351 Section (b) and Sub-section (c-2) each school district may select programs related to this area of mental health promotion and intervention, substance abuse prevention and intervention, and suicide prevention for appropriate implementation in the district. Resources related to this component of school mental health help students develop the skills necessary to support student academic success. Skill-building helps students strengthen their ability to understand and manage emotions, set and achieve goals, establish and maintain positive relationships, and make responsible decisions.To view resources on this component of school mental health you can visit the new Texas School Mental Health Website for the Mental and Behavioral Health Recommended Evidence-Based Programs and Research-Based Practices Repository.

  • Pursuant to TEC §38.351 Section (b) and Sub-section (c-5) each school district may select programs related to this area of mental health promotion and intervention, substance abuse prevention and intervention, and suicide prevention for appropriate implementation in the district. Schools serve as a critical system of support for children and adolescents who have experienced adverse childhood experiences, grief and trauma. Schools can create grief and trauma-informed environments that mitigate against the impacts of trauma and grief, and nurture resilience. Resources related to this component of school mental health can foster grief and trauma-informed competencies, help reduce the effects of trauma and grief on children by recognizing trauma responses, inform accommodating and responding to traumatized students with evidence-based strategies within the classroom, educate and inform parents and families, and equip school student support teams to connect students and their families to mental health professionals when necessary. To view resources on this component of school mental health you can visit the new Texas School Mental Health Website for the Mental and Behavioral Health Recommended Evidence-Based Programs and Research-Based Practices Repository.  

  • Pursuant to TEC §38.351 Section (b) and Sub-section (c-4) each school district may select programs related to this area of mental health promotion and intervention, substance abuse prevention and intervention, and suicide prevention for appropriate implementation in the district. Resources related to this area and component of school mental health help school staff recognize students at risk of suicide and intervene effectively by providing referrals or access to effective interventions to a parent or guardian as well as after an event that may increase suicide risk for students (e.g., a suicide attempt or death of a peer). Resources regarding suicide postvention are critical for school staff to know what to do following a suicide death to help students and staff cope with the loss and prevent additional tragedies that may occur. To view resources on this component of school mental health you can visit the new Texas School Mental Health Website for the Mental and Behavioral Health Recommended Evidence-Based Programs and Research-Based Practices Repository.

  • Pursuant to TEC §38.351 Section (b) and Sub-section (c-8) each school district may select programs related to this area of mental health promotion and intervention, substance abuse prevention and intervention, and suicide prevention for appropriate implementation in the district. Resources related to this component of school mental health focus on providing meaningful opportunities for youth to enhance their interests, skills, and abilities through positive school and community experiences. Positive youth development activities help to optimize personal development, strengthen school engagement and belonging, promote positive peer relationships which may also include reducing bullying behavior, and promote academic achievement.  To view resources on this component of school mental health you can visit the new Texas School Mental Health Website for the Mental and Behavioral Health Recommended Evidence-Based Programs and Research-Based Practices Repository.

  • Effective September 1, 2015, TEC 21.044(c-1) requires a person seeking a certificate that includes a bachelor’s degree as part of the minimum academic qualifications to receive instruction regarding mental health, substance abuse, and youth suicide as part of the training required to obtain that certificate. The mental health instruction must include effective strategies for teaching and intervening with students with mental or emotional disorders, including de-escalation techniques and positive behavioral interventions and supports. The resources listed below have been recommended by a panel of experts in the diagnosis and treatment of mental or emotional disorders to meet this requirement. Additional resources can be found on the Best Practices and Programs Repository.

    Suicide Prevention  

    ACT on FACTS: Making Educators Partners in Youth Suicide Prevention

    This is an updated version of the school-based suicide awareness program Making Educators Partners in Suicide Prevention. ACT on FACTS is a two-hour online interactive training program, designed in a series of modules. It addresses the critical but limited responsibilities of educators in the process of identification and referral of potentially suicidal youth. It focuses on the practical realities and challenges inherent in the school setting through a variety of training formats that include lecture, question and answer with content experts, interactive exercises and role plays.

    Plan, Prepare, Prevent: The SOS Signs of Suicide

    This training takes approximately 90 minutes to complete, and has videos and interactive quizzes throughout the three sections. The module provides contextual information about mental illness, suicide, and risk and protective factors, and teaches participants to recognize and respond to the warning signs of depression and suicide.

    Ask About Suicide to Save a Life: Basic Gatekeeper Training

    A 1.5 to 4-hour workshop for adults who interact with youth or adults at risk for suicide. Participants are trained to respond to someone expressing direct suicidal communication by seeking emergency care. In-person training is free of charge. There are trainers around the state embedded in local communities. Contact admin@texassuicideprevention.org for more information on workshops. Free registration for the AS+K Basic Gatekeeper training is also available online.  

    Early Mental Health Intervention and Substance Abuse Intervention 

    Youth Mental Health First Aid Training*

    YMHFA is an 8-hour face-to-face course that trains participants how to help someone who is developing a mental health problem or experiencing a mental health crisis. The training includes: risk factors and warning signs of mental health problems; information on depression, anxiety, trauma, psychosis, and addiction disorders; a 5-step action plan to help someone developing a mental health problem or in crisis; and where to turn for help – professional, peer, and self-help resources. MHFA teaches about recovery and resiliency – the belief that individuals experiencing these challenges can and do get better, and use their strengths to stay well.

    Teaching and Intervening with Students with Mental or Emotional Disorders  

    Texas Behavior Support Initiative Training 

    The Texas Behavior Support Initiative (TBSI) training is designed to provide foundational knowledge for the use of positive behavior interventions and supports (PBIS) for all students, including those with disabilities. While the TBSI training meets legislative requirements related to procedures for the use of restraint and time-out, it also provides a framework for sharing a wide range of foundation-level behavior strategies and prevention-based school-wide, classroom, and individual interventions.