Reforming Education: From Standardized Stress to Emotional Health
By Jules Aldaz,
with research contributed by Kaylin Ledford
Fractured Reflections, by North East School of the Art artist Isabella Peña
Texas public schools are at a breaking point—caught between state mandates, budget constraints, and a generation of students emotionally overwhelmed by a system built for compliance, not care. From excessive standardized testing to underfunded support services, students are navigating a landscape more focused on performance metrics than personal growth. And while lawmakers debate cell phone bans and school vouchers, many educators and families agree: we’ve lost sight of what truly matters—mental well-being, emotional intelligence, and authentic support for diverse learners.
The Emotional Intelligence Gap in Texas Schools
Emotional intelligence—often called EI or SEL (Social Emotional Learning)—isn’t a buzzword. It’s a proven framework for helping children build self-awareness, empathy, resilience, and healthy communication skills. But in Texas, there’s no formal statewide requirement for SEL instruction. While some school districts are stepping up locally, inconsistent implementation and lack of funding mean thousands of students are missing the benefits. A 2022 survey by Raise Your Hand Texas revealed that while 68% of educators believe emotional health should be a top priority, only 11% say their schools have the resources to deliver on that promise.
While Texas Education Code §22.904 now requires school staff to undergo mental health training, prevention is more effective than reaction—and the most vital mandate still missing is one that ensures students themselves are taught how to understand and regulate their emotions within the school day.
Student Interview Summary
Emotional Intelligence & Learning Challenges (Madison Ledford, age 10, 5th grade)
What are some things you feel at school that are hard to explain to your teachers or classmates?
Sometimes I feel really nervous when I have to answer questions in class. I get scared that I might get it wrong and other kids will look at me like I’m dumb. It makes me feel sad, even if I usually get it right. There’s a lot of pressure to be perfect, and that makes school harder.
Do you think kids are taught how to understand their feelings at school?
A little bit. Like, our counselor comes to talk to us once a month and teaches us about stuff like bullying or sharing. But I don’t think it happens enough for us to really remember how to handle big feelings.
If you could design a class to help kids deal with hard feelings, what would it be like?
I would make a class where kids could write or draw their feelings on the wall in private. There would be calming smells and soft stuff to help us feel better. Maybe a beanbag or a place to sit quietly. It would be a peaceful room just for calming down.
Have you ever had a big feeling that got you in trouble or made you shut down? What did you wish adults knew in that moment?
Yeah, sometimes I shut down because I feel too many feelings at once. I wish adults knew that I need time and space and not to be yelled at. I trust my mom the most. At school, I don’t always feel like I can trust teachers.
What makes you feel really safe and understood?
I feel safe when I’m with my friends. Teachers are okay, but I don’t trust all of them. Some of them don’t really understand what I’m going through. I trust people in my family more than anyone else.
If you could create a 'Kindness Club' at school, what would you want it to do?
It would help kids be nicer to each other and remind them to treat others how they want to be treated. I would want to ask people to join, but I’m kind of scared they’ll think I’m weird.
How do you feel when other kids can read things faster or easier than you?
It makes me feel like I’m behind. Like they’re better than me at reading. I don’t think they mean to make me feel bad, but I still feel kind of sad about it.
Would it be easier for you to have someone to talk to at school about your feelings regarding reading?
Not really. I don’t want to talk to a counselor I don’t know. I talk to my mom about it. I feel better when I can talk to someone who really knows me.
What would you change about how reading is taught at school?
I wish teachers would slow down and explain things better. They talk really fast and I can’t always understand. Everyone learns differently, and I think they should try different ways to help all kids.
Do you think kids understand what dyslexia is? How would you explain it to them?
Some kids know what it is, but not everyone. I would tell them it just means it’s harder for some kids to read or spell. It’s not a bad thing or a disability—we just learn in a different way. And that’s okay.
Why Mental Health Education Should Be Required for Students
Teaching students how to understand, express, and regulate emotions can help prevent crises, self-harm, suicide, bullying, and violence before they happen.
Kids are often unaware of what they’re feeling, why they feel it, or how to ask for help. Educating them early promotes self-awareness, help-seeking behavior, and empathy for others.
Students who understand emotional regulation perform better academically and socially. It reduces disruptions, aggression, and school avoidance caused by anxiety or trauma.
Teaching mental health topics helps normalize them, reducing shame and stigma and encouraging students to speak up early.
A Veteran Teacher’s Perspective
To understand how these issues play out in real classrooms, I spoke with Jeff Campbell, an award-winning, master-certified U.S. History teacher with over 39 years of teaching and coaching experience in Texas public schools. While he’s proud of his students and their consistently high STAAR pass rates, Campbell expressed concern about the nature of the tests themselves and the pressure placed on both educators and students.
“Sometimes the questions focus on very specific facts that many teachers just don’t have time to cover— especially in smaller or non-advanced classes. It can be frustrating, because the tests don’t always reflect the broader learning that’s happening in the classroom.”
Campbell shared that for students who are doing well in class but don’t perform well on standardized tests, the experience can be discouraging. “If a student has an A in my class but struggles with the STAAR, that doesn’t mean they haven’t learned. Some kids just aren’t great test takers—and that’s okay.”
He also emphasized that many students come to school carrying emotional burdens from home—and may not have the support systems they need outside the classroom. “We have kids dealing with a lot—family stress, financial pressure, even caring for siblings. Not every student has someone at home who knows how to help them process what they’re feeling. That’s why it’s so important that schools step up to provide that support.”
For Campbell, teaching has never been just about tests—it’s about connection, trust, and helping students become emotionally and intellectually confident.
A Student’s Voice: What Kids Really Need
Madison Ledford, a 10-year-old fifth grader at Coker Elementary, knows this pressure firsthand.
“If I get something wrong, I feel like kids look at me like I’m dumb. That makes school harder.”
Madison dreams of a space where students can draw or write their feelings in private, sit on beanbags, and take breaks when overwhelmed. She’s not asking for anything extravagant—just a safe space to feel seen and understood.
“Sometimes I shut down because I feel too many feelings at once. I wish adults knew that I need time and space—not to be yelled at.”
Phones in Schools: Lifeline or Distraction?
While the Texas legislature considers a bill to ban student phone use during the school day, reactions remain mixed. Campbell uses a shoe organizer system to store phones in class—but recognizes that for some students, phones are more than distractions.
“They’re a comfort. I get it—especially with everything going on in the world.”
Parents of students with anxiety echo this. For them, the ability to reach their child during a break—or in a crisis—matters more than classroom uniformity. A growing number of advocates support middle-ground policies: phones put away during lessons, accessible during non-instructional times and emergencies.
Mask of Emotion, by North East School of the Art artist Isabella Peña
The Tea Party Club: Student-Led Innovation
At Lee High School, one student quietly transformed mental health support—by starting the Tea Party Club. She didn’t brand it as a mental health group to avoid stigma. Instead, she created a fun, inviting space where all students could decompress and connect.
“Some people came just for the food and drinks. Others came to meet friends, take a break from stress, or play bingo. It was a way to be in a positive environment. If you needed to talk or just wanted a reason to smile, you could come to the Tea Party Club.”
The result? A student-led movement that modeled the kind of connection schools too often overlook. Sometimes, all it takes is snacks, laughter, and a safe place to be yourself.
The Path Forward
If we want better academic outcomes, we must begin with emotionally safe environments. Texas must move beyond test scores and daily attendance metrics and ask: Are we raising resilient, emotionally intelligent individuals—or just compliant ones?
Madison said it best:
“It’s not a bad thing or a disability—we just learn in a different way. And that’s okay.”
That’s the message every student deserves to hear.
A Call for Compassionate Reform
The path forward in Texas education isn’t about choosing sides—it’s about coming together. Students, teachers, parents, and policymakers all play a role in creating learning environments that nurture not only academic growth, but emotional well-being. Real change will take more than legislation; it requires compassion, understanding, and the willingness to truly listen.
We need to invite decision-makers into classrooms—not just to observe, but to connect. When leaders see the pressures teachers face and hear firsthand what students are carrying emotionally, they can begin making more mindful, human-centered decisions.
Because at the end of the day, education isn’t just about passing tests—it’s about preparing young people to thrive, with confidence, empathy, and resilience. And that’s a goal we can all stand behind. ■
Solutions & Strategies: How Texas Schools Can Improve Emotional Intelligence
Texas schools can improve emotional intelligence (EI) by shifting from a test-centric model to a whole-child approach—one that prioritizes emotional well-being alongside academic performance. These actionable steps offer a roadmap to make that shift possible:
1. Integrate Social-Emotional Learning (SEL) into the Curriculum
• What it looks like: Regular class time dedicated to self-awareness, empathy, emotional regulation, and conflict resolution.
• How to do it: Adopt evidence-based SEL programs like Second Step, RULER, or Leader in Me—already in use in some Texas districts.
• Why it matters: SEL programs consistently improve grades, reduce behavioral issues, and boost long-term well-being.
2. Train Teachers in Emotional Intelligence
• Provide professional development in trauma-informed practices, teacher self-awareness, and classroom emotional climates.
• Emotionally intelligent educators model calm, compassion, and clarity—creating safer, more supportive classrooms.
3. Create Emotional Check-In Systems
• Tools like “how are you feeling?” boards, mood meters, and daily journals normalize emotional expression.
• Early check-ins help identify students in distress before crises develop.
4. Prioritize Mental Health Support Services
• Increase the number of counselors, social workers, and school psychologists—Texas currently ranks among the worst in student-to-counselor ratios.
• Provide age-appropriate mental health education starting in middle school.
5. Shift from Punitive to Restorative Discipline
• Replace zero-tolerance and suspensions with restorative circles, peer mediation, and reflection-based consequences.
• These practices foster empathy, accountability, and personal growth.
6. Encourage Student Voice & Agency
• Involve students in decision-making and goal setting.
• Create safe spaces—like advisory groups or mental health clubs—where students can share feelings and stressors without fear of judgment.
7. Support Families & Caregivers
• Offer family workshops on emotional development, stress management, and using EI tools at home.
• Strong home-school partnerships amplify support and consistency.
8. Track Emotional Wellness Like Academic Data
• Use anonymous surveys and self-assessments to measure belonging, stress levels, and emotional engagement.
• This data can guide district decisions and highlight campuses needing additional support.
