Mental Health as a Foundation for Student Success

Dr. Marcie Strahan, Executive Director of Mental Health and School Support, Aldine ISD

Dr. Marcie Strahan is a compassionate leader who focuses on building strong, meaningful connections with students and staff. She works to create positive school cultures and supports other educators in bringing social-emotional learning and restorative practices to life on their campuses. Known for her thoughtful planning, she also facilitates group sessions that engage and inspire.

Integrating Mental Health into Learning

Integrating mental health into the learning environment requires schools to see it not as an additional thing or some other requirement to fulfill; instead, mental health should be viewed as a foundational part of academic success. If campuses are looking for their starting point, mental health supports with Multi-Tiered Systems of Support should be embedded, so every student benefits from social-emotional skills, while targeted and individualized care is available as needs arise. Daily practices such as thresholding, goal setting, morning meetings, restorative circles, calming corners, and structured check-ins help normalize emotional learning, while professional development for adults ensures educators have the skills and space to manage their own stress. True integration of mental health supports also relies on collaboration among the entire school community: counselors, teachers, nurses, behavioral and instructional specialists, as well as partnerships with families and community providers, so that support is both comprehensive and culturally responsive.

Technology's Role in Mental Health Support

Technology can be a powerful tool or resource in expanding access and efficiency, but it must be used thoughtfully. Platforms that offer teletherapy, case management for counselors and wrap-around providers who utilize skills training, early-warning dashboards or surveys and digital SEL lessons can make a significant difference by reducing barriers and streamlining support. At the same time, schools must be cautious not to over-rely on technology as a replacement for authentic human connection, nor should they allow inequities, privacy risks or over-surveillance to undermine trust. Technology should enhance relationships at the core of teaching and learning, not be used as a replacement or substitute for possible meaningful interactions with others.

Turning Challenges into Opportunities for Educators

For educators, the challenges of burnout, emotional exhaustion and increasing student needs can be transformed into opportunities through intentional systems of support. Schools can reduce workload by auditing and streamlining tasks, implementing systems and processes that support the teaching and learning environment, protecting planning and recovery time and building resilience through peer support networks and restorative practices for staff. Coaching, recognition of emotional labor, intentional morale-boosting efforts and even simple acts of "loving on" staff remind educators that they are seen, valued and appreciated. Providing pathways for growth and celebrating both small and large successes empowers educators to feel sustained in their work. These approaches not only improve teacher retention but also model the well-being we hope to instill in students.

Implementing Social-Emotional Learning and Restorative Practices

Implementing social-emotional learning and restorative practices is not without challenges despite their various benefits. Resistance from staff or concerns about accountability often surface in schools accustomed to punitive discipline models and cultures resistant to change. What proves most effective is starting small with pilots, providing immediate skills-based training, coaching and modeling. Schools should also make sure their policies are aligned with supporting restorative approaches rather than contradicting them. Involving families, amplifying student voices and using the practices with staff further builds buy-in, while collecting and sharing both data and personal stories demonstrates impact. Over time, this consistency helps shift school culture toward more equitable and relationship-centered practices.

Developments Shaping Student Success

Looking ahead, developments such as integrated digital systems for care, trauma-informed instruction, restorative justice practices and hybrid in-person and virtual support will continue shaping student success. Equally important will be systemic recognition of adult well-being as a key driver of school outcomes, along with evolving funding structures that sustain mental health services in schools. At the same time, leaders must also be prepared to navigate in spaces where mental health awareness is underdeveloped, meeting resistance with education, advocacy and small, consistent steps that normalize conversations about well-being. By building trust and introducing practices that demonstrate impact, schools can shift mindsets and create conditions where mental health is understood as inseparable from academic success.

Priorities for Future School Leaders

Relationships must always come first, supported by policies that protect educator time and elevate student voice. Leaders must invest in adult SEL, including the promotion of self-care, pursue equitable resource allocation and become fluent in both data literacy and the ethical use of technology. Advocacy for sustainable funding and culturally responsive practices will be essential to ensuring that schools remain student-centered, equitable and thriving learning environments.

I'd like to encourage leaders to reflect on their own wellbeing and share strategies with their staff for intentional and purposeful self-care. As educators, taking time to care for ourselves is not a luxury. Self-care is essential to sustaining energy, focus and effectiveness in the classroom. Intentional self-care involves making deliberate choices that nurture the mind, body and spirit, whether through setting boundaries, prioritizing rest, engaging in reflective practices or seeking support from colleagues and mentors. By modeling these practices themselves, educators not only protect their own well-being but also create a healthier, more resilient learning environment for their students. Being transparent and sharing those experiences and tips can inspire others and help foster a culture where self-care is valued, normalized and actionable.