The provided source material details the mental health training initiatives and educational support programs implemented by Anthony Independent School District (ISD) in Texas, as well as general perspectives on teaching strategies and faculty support in higher education. The content focuses on district-wide efforts to address student mental health through staff training and resource allocation, alongside discussions about pedagogical approaches and the role of teaching centers. No information related to free samples, promotional offers, no-cost product trials, brand freebies, or mail-in sample programs is present in the source data. The following article synthesizes the verified information regarding these educational and mental health support efforts.
Anthony ISD's Mental Health Training and Recognition
Anthony ISD was awarded the Behavioral Health Hero Award by Emergence Health Network (EHN), a non-profit organization in El Paso that provides trauma-informed care for individuals with intellectual and developmental disabilities, behavioral health needs, or substance use treatment requirements. The award recognizes community leaders who prioritize mental health and make distinctive efforts in this area. Anthony ISD received the award for its extensive training of employees in Youth Mental Health First Aid (YMHFA).
Under the leadership of Superintendent Dr. Oscar A. Troncoso, the district conducted YMHFA training for a comprehensive range of staff members, including teachers, aides, administrators, custodians, maintenance workers, cafeteria staff, bus drivers, and parents. The training was offered in both English and Spanish to strengthen the district's collective ability to recognize and respond to youth in crisis. EHN CEO Kristi Daugherty noted during a recognition ceremony on October 7 that it is "truly impressive for a community like Anthony to make child and family mental health a priority."
Anthony ISD initially certified every staff member with YMHFA training in 2019, becoming the first district in the region to take such proactive steps. In the summer of 2025, the district renewed its commitment to mental health wellness by training approximately 75 percent of its staff again. This latest effort fulfilled the amended Texas Education Code Section 22.904, which mandates that districts gradually train 100 percent of employees in mental health awareness and crisis response before the beginning of the 2028-2029 school year.
Superintendent Troncoso emphasized the connection between mental health and academic success, stating, "Poor mental health can impede academic success. It’s not the load that breaks you – it’s how you carry the load. The training that we’ve coordinated with EHN equips Anthony ISD with the tools to lighten the load for our students who are struggling." The district's goal is to ensure every student feels seen and receives help when needed by empowering staff to recognize and respond to signs of distress, thereby fostering a safer learning environment.
Additional Support Resources at Anthony ISD
Beyond mental health crisis training, Anthony ISD has implemented several other support structures for students. Each campus is staffed with a dedicated counselor and Communities In Schools (CIS) personnel. The district also secured a $1 million Stronger Connections Grant, which supports initiatives including hiring additional staff, purchasing supplies, and establishing programs to aid students and families with academic growth, emotional well-being, and personal development.
Perspectives on Teaching Strategies and Faculty Support
In a separate context, discussions regarding higher education teaching practices highlight the importance of relational connections between faculty and students. One expert notes that the relational dynamic varies depending on class size and the instructor's ability to navigate it. A suggested strategy for large classes is to assign small assignments and provide written feedback to percentages of students each class period. This approach ensures every student receives written feedback over time without requiring identical feedback for every assignment during every session. While the instructor must still read all student work, this method allows for substantive written feedback to be distributed strategically while maintaining touchpoints.
The expert emphasizes that students are more likely to treat instructors kindly if they perceive them as human. This perception can be cultivated through various means, including using the Learning Management System (LMS) or simply being present and accessible. Personal anecdotes, such as teaching while caring for a child, can inadvertently facilitate this human connection.
Regarding student engagement, particularly in the post-pandemic era, concerns have been raised about students being less willing to participate in class discussions, more likely to skip assignments, and having lower attendance. The mental health crisis and increased student anxiety are cited as contributing factors, along with the distraction of devices.
To improve engagement, faculty are encouraged to use strategies like polling and retrieval practice. For instance, health science faculty have utilized AI tools to create numerous small quizzes for students to take independently, which has benefited student performance on high-stakes exams. However, convincing faculty to adopt new methods can be difficult. The recommendation is to introduce changes slowly to achieve small gains. Formative assessment is a strongly advocated practice; for example, conducting a brief assessment every class in an introductory psychology course to gauge student understanding and discuss the results.
Interestingly, students often resist retrieval practice when implemented in class, yet they enthusiastically engage in it outside of class using tools like Quizlet. This highlights the challenge of human behavior, where individuals sometimes avoid activities that are beneficial to them.
The Role and Challenges of Teaching Centers
Teaching centers in higher education provide essential support for faculty development. However, concerns exist regarding budget cuts and the potential reduction of these centers. One expert notes that even the perceived resource of a teaching center is valuable, stating, "Perceived help is often as useful as the help you get, and so us existing is really important." There is worry that if teaching centers shrink, faculty will struggle with their teaching responsibilities. The expert advocates for continued discussion to preserve these resources.
Open-door policies and peer observation are also highlighted as effective professional development tools. An open-door week where faculty can visit each other's classes, or simply dropping in on colleagues, allows instructors to see diverse teaching methods. The expert maintains an open-door policy where colleagues can attend their classes at any time without prior notice, fostering a collaborative environment.
Finally, the expert expresses a belief in intentional teaching and a desire to explore this topic further through a writing project. The field of teaching is described as enjoyable due to the need to understand the unique identities of faculty and their students to tailor effective support.
Conclusion
The provided source material outlines Anthony ISD's comprehensive approach to student mental health through mandatory YMHFA training and additional support staffing funded by grants. It also presents broader insights into higher education teaching practices, emphasizing the importance of human connection, strategic feedback, and the gradual adoption of evidence-based pedagogical techniques like retrieval practice and formative assessment. The data underscores the critical role of institutional support, such as teaching centers, in sustaining educational quality and faculty development.