| (a) Definition. Evidence-based mental health training
program means a program designed to provide instruction on mental
health practices and procedures using current, practical, and applicable
research that includes information and strategies shown to have effective,
positive outcomes.
(b) Evidence-based mental health training program requirements.
(1) This section implements Texas Education Code (TEC), §22.904
(Mental Health Training). School districts may be eligible for reimbursement
as specified in subsection (h) of this section.
(2) To complete the evidence-based mental health training
program under this section, personnel who regularly interact with
students as determined under subsection (c) of this section shall:
(A) participate and complete the required content in
subsection (d) of this section;
(B) participate and complete the required content in
subsection (e) of this section;
(C) submit and maintain supporting documentation of
completion as described in subsection (f) of this section;
(D) participate and complete the mental health training
program one time as required by TEC, §22.904, and this section;
and
(E) participate and complete the mental health training
program in accordance with the school district's professional development
policy described in subsection (d)(8) of this section.
(c) Personnel required to complete the evidence-based
mental health training program.
(1) A school district shall require each district employee
who regularly interacts with students enrolled at the district to
complete an evidenced-based mental health training program that is
designed to provide instruction regarding the recognition and support
of children and youth who experience mental health or substance use
issues that may pose a threat to school safety.
(2) School district employees who regularly interact
with students are employees working on a school campus, including,
but not limited to, teachers, coaches, librarians, instructional coaches,
counselors, nurses, administration, administrative support personnel,
student support personnel, school resource officers, paraprofessionals,
substitutes, custodians, cafeteria staff, bus drivers, crossing guards,
and district special programs liaisons. Special programs liaisons
may include, but are not limited to, individuals who provide support
for students who are homeless or in substitute care, military connected
students, and emergent bilingual students; individuals involved in
the prevention of child maltreatment and human trafficking; individuals
who support special education services; and members of a Safe and
Supportive Schools Program Team.
(A) A school district will determine the number of
employees who regularly interact with students for purposes of compliance
with this section using the requirements in this subsection and ensure
that training is provided for the number and percentage of personnel
in accordance with the timeline in subsection (g) of this section.
(B) A school district may, at its discretion, require
contracted personnel who regularly interact with students to participate
in the training.
(C) A school district may, at its discretion, require
supervisors of personnel who regularly interact with students to participate
in the training.
(d) General training program required content.
(1) A school district may select an evidence-based
mental health training course that is on the recommended lists provided
by the Texas Education Agency (TEA), the Texas Health and Human Services
Commission (HHSC), or an education service center (ESC) that is designated
specifically on the list as a mental health training course that is
compliant under this section.
(2) A school district may not require a district employee
to complete the training required by this section if the employee
has previously completed the Youth Mental Health First Aid (YMHFA)
or Mental Health First Aid (MHFA) course provided by a local mental
health authority (LMHA), a local behavioral health authority (LBHA),
an ESC, or a YMHFA or MHFA trainer certified to teach those courses
by the National Council on Mental Wellbeing if the employee provides
the certificate of completion to the school district in accordance
with the timeline established in subsection (g) of this section.
(3) If a school district selects an evidence-based
mental health training course that is not designated as compliant
for this purpose on the recommended lists provided by TEA, HHSC, or
an ESC, the school district may review and select the course to satisfy
the training requirement only if the course delivers instruction in
the competencies under subparagraphs (A)-(J) of this paragraph with
training materials that provide evidence-based information, practices
and strategies, sufficient instructional time, and rigorous methods
to appropriately address and assess the competencies for the participants
who are expected to complete the mental health training course under
this section, and only if the course provides employees with the following
evidence-based information, practices, and strategies:
(A) awareness and understanding of mental health and
substance use prevalence data;
(B) knowledge, skills, and abilities for implementing
mental health prevention and substance use prevention in a school
to protect the health and safety of students and staff, including
strategies to prevent harm or violence to self or others that may
pose a threat to school safety;
(C) awareness and introductory understanding of typical
child development, adverse childhood experiences, grief and trauma,
risk factors, the benefits of early identification and early intervention
for children who may have potential mental health challenges and substance
use concerns, and evidence-supported treatment and self-help strategies;
(D) awareness and understanding of mental health promotive
and protective factors and strategies to deploy them for students
in the school environment;
(E) experiential activities designed to:
(i) increase the participant's understanding of the
impact of mental illness on individuals and families, skills for listening
respectfully, and strategies for supporting the individual and family
in a mental health crisis;
(ii) encourage help-seeking to obtain appropriate professional
care; and
(iii) identify professional care, other supports, and
self-help strategies for mental health and substance use challenges;
(F) knowledge, skills, and abilities to recognize risk
factors and warning signs for early identification of students who
may potentially have mental health challenges or substance use concerns
in alignment with TEC, §38.351, and evidence-based information;
(G) knowledge, skills and abilities to support a student
when potential mental health concerns or early warning signs are identified,
including effective strategies for teachers to support student mental
health in the classroom, including students with intellectual or developmental
disabilities who may have co-occurring mental health challenges;
(H) knowledge, skills, and abilities to respectfully
notify and engage with a child's parent or guardian regarding potential
early warning signs of mental health or substance use concerns and
make recommendations so a parent or guardian can seek help for their
child;
(I) knowledge of school-based and community-based resources
and referrals to connect families to services and support for student
mental health, including early intervention in a crisis situation
that may involve risk of harm to self or others; and
(J) knowledge of strategies to promote mental health
and wellness for school staff.
(4) In addition to the basic mental health training
course under paragraph (2) or (3) of this subsection, school districts
may provide more specialized mental health training opportunities
for personnel with specific school mental health and safety related
roles and responsibilities to strengthen their capacity to:
(A) plan for and monitor a continuum of evidence-based
school mental and behavioral health related services and supports;
(B) deliver practical, evidence-based practices and
research-based programs that may include resources recommended by
TEA, HHSC, or ESCs to strengthen training, procedures, and protocols
designed to promote student mental health and wellness, to prevent
harm or violence to self or others, and to prevent threats to school
safety;
(C) intervene effectively to engage parents or guardians
and caregivers with practical evidence-based practices and programs,
including in mental and behavioral health related crisis situations;
(D) facilitate referral pathways that connect parents,
guardians, and caregivers to school-based or community-based mental
health assessment, counseling, treatment, and related support services
for students and families with effective coordination of efforts across
systems;
Cont'd... |
