Mental Student Health & Well-being

Raising Texas Teachers is a Charles Butt Foundation initiative aims to improve the status of the teaching profession by enhancing the recruitment of a talented and diverse teacher workforce through the Charles Butt Scholarship for Aspiring Teachers, supporting retention of teachers in the classroom, and partnering with university-based teacher preparation programs to raise the overall quality of teacher preparation across the state by promoting continuous improvement in the field. 

Through the Foundation’s partnerships with teacher preparation programs, faculty teams identify common areas for improvement and form cross-university groups called Educator Preparation Program Improvement Communities (EPPICs). Each EPPIC spent two years listening to mentor teachers, teacher candidates, and other stakeholders, testing interventions on their own campuses, and learning from what other universities were finding.

Each EPPIC shared a write-up of their findings. The post below shares what one of these EPPICs discovered. To learn more, click here. 

Tests of Change Across Campuses

Texas A&M University (TAMU):

TAMU prioritized identifying systemic gaps and underused resources. TAMU began by developing a seven‑question survey (questions are included in the presentation below) to identify the specific challenges preservice teachers (also called teacher candidates) faced in early field experiences. After analyzing the data, faculty pinpointed underused campus resources and implemented a proactive orientation at a key transition point in the program, which helped address concerns earlier. The majority of the useful data collected came from anonymous surveys; TAMU team found that aspiring teachers were less honest in focus groups.

TAMU–Special Education Program (TAMU-SPED)

The TAMU-SPED program noted that stressors varied by placement site and by cohort, depending on how far students were into the program. The SPED team launched a series of “Lunch and Learns,” each focused on a stressor students were experiencing in the field, from managing emotions to time management. Students received lunch during a regular class period, and each session included practical tools such as emotion wheels, reflection prompts, and action‑planning activities. The TAMU-SPED team found that providing food, community, and structured reflection during existing class time made students feel cared for and less alone. However, they also noted that while impactful, providing meals requires ongoing funding to be available.

Texas A&M International University (TAMIU)

TAMIU focused on confidence‑building because many candidates struggled with anxiety and self‑regulation during field-based coursework. TAMIU tested targeted supports including professional development sessions, mental performance coaching, and simulated teaching experiences designed to build confidence and reduce anxiety before students entered real classrooms.

Trinity University

Trinity University emphasized transitions—into graduate school, into internships, and into the profession—because these moments consistently triggered stress for teacher candidates. Trinity embedded a series of small, interconnected activities throughout the Master’s of Arts in Teaching (MAT) program. These activities were both proactive and responsive, helping students anticipate stressors while also addressing challenges as they emerged. The Workshops left students feeling more empowered.

Data Collection

Each teacher preparation program utilized surveys to understand student needs and evaluate the impact of interventions. Local context shaped these differences, but the shared theme was clear: teacher candidates needed structured, intentional support before and during fieldwork.

Through their collaboration, the EPPIC recognized that:

• Stressors vary widely across contexts, but students’ emotional experiences are remarkably consistent.
• Small, intentional interventions can have a meaningful impact.
• Challenges and tensions arise in supporting teacher candidates. For example:
  • How to create space for honest conversations about difficult field placements and mentor experiences while maintaining professionalism
  • How to support students without overwhelming them with too many interventions
  • How to balance realism and encouragement—being honest about the challenges of teaching while still fostering resilience and commitment
• Cross‑institutional learning accelerates improvement: each teacher preparation program was able to make and test changes more quickly because they had access to the collective wisdom of the group, including what worked and what merited caution. 

Field experiences can expose students to the hardest parts of teaching—stress, negativity, and emotional strain. Without intentional support, these experiences can discourage rather than inspire. Creating space to process, reflect, and build resilience is critical to preventing attrition before students even enter the profession.

Sometimes the most meaningful interventions are the simplest: a meal, a conversation, a tool that helps students communicate more clearly, or a moment of acknowledgment that what they’re experiencing is real and hard. These small acts can make the difference between a student feeling overwhelmed and feeling supported.