Rockwall Voices Op-Ed
When a student enters a Disciplinary Alternative Education Program, it is often assumed they have done something wrong. While this is sometimes accurate, the underlying reasons and next steps are rarely considered.
Across Texas, adolescent mental health challenges are significant and growing. According to data reported by the Texas Department of State Health Services, 37% of high school students reported experiencing poor mental health, and 44% reported persistent feelings of sadness or hopelessness (DSHS, Adolescent Health).
I work daily with students in TVAH’s virtual DAEP program, serving individuals from across Texas. Some have been expelled from their home districts, others referred by probation officers, and some placed due to transportation problems faced by working parents. For many, this is their last significant opportunity to stay involved with their education.
Texas is home to one of the largest youth populations in the country and has among the highest rates of adolescents struggling with mental health concerns. A 2020 report estimated that more than 500,000 Texas youth were diagnosed with anxiety or depression, a number that grows considerably when accounting for undiagnosed students and those experiencing other mental health disorders. Students entering alternative education are often already part of this population.
Traditional DAEP settings focus on containment: students attend, complete their time, and return. While this approach works for some, it often leads to greater disengagement for many. By the time students leave, they are further behind academically, have lost their connection to school, and return to unchanged environments.
TVAH offers a different approach, not simply because it is virtual, but because the structure allows for early identification and support.
Each student in our program is expected to attend live Class Connect sessions, engage academically, and participate in regular staff check-ins. They also have access to a licensed professional counselor, a social worker who connects families to resources, and teachers with manageable caseloads who know their students well. When a student begins to struggle, we identify it quickly and respond. Early intervention at this level is rarely possible in larger, traditional programs.
Mental health is essential to our approach, even if it is not always explicitly named. Many students face trauma, family instability, and challenges unrelated to academics. Some check in from unsafe homes, while others strive to stay enrolled despite a parent’s incarceration. The structure and stability of our program, including daily classes and familiar staff, provide critical support for students experiencing disorder outside of school.
Though discussions about student mental health increase across Texas, it is important to recognize that students in alternative education settings are among the most vulnerable yet often excluded from these conversations. The focus typically remains on tier-one supports in traditional schools, such as social-emotional learning curricula, counselor ratios, and crisis response guidelines. While these are important, they do not address the needs of students who have already been removed from the traditional system.
Enrollment in our DAEP program has more than doubled over the past year, reflecting a broader shift as districts across Texas pursue alternatives that offer stronger support and family connections. The setting itself doesn’t determine engagement. What matters is whether students feel seen, known, and supported. Until students in alternative education are part of the wider conversation about youth mental health, we will continue to reach only some of the young people who need us most.
Disclaimer: The views and opinions expressed in this Op-Ed are those of the author and do not necessarily reflect the official stance of The Rockwall Times. We encourage a respectful exchange of perspectives to enrich our community dialogue.
