For more than two decades, Heidi Austin, EdD, EdS, MS, BS, MCHES®, CFLE, has been shaping school health education from the classroom to the state level. Today, as Project AWARE Director for the North Carolina Department of Public Instruction, she leads the charge in designing sustainable, school-based mental health systems that span six pilot districts and impact thousands of students.
Project AWARE—short for Advancing Wellness and Resiliency in Education—is a federally funded initiative through SAMHSA that prioritizes awareness, training, and access to mental health services in schools. In her current role, Austin manages over $18 million in grant funding to enhance behavioral health supports through a tiered model of care.
“Our goal is to increase awareness of youth mental health, train school personnel to detect and respond to issues, and—most importantly—connect youth and families to the services they need,” she explained.
NC Project AWARE has recently received several notable accolades recognizing its innovative and impactful work. The program was selected as the winner in the Innovative Programs category at the 24th Annual Institute for Healthcare Advancement (IHA) Health Literacy Conference for its contributions to advancing mental health literacy. It was also named one of only two recipients of the Primary Care Impact Award by The Weitzman Institute during their Mental Health Matters Virtual Symposium, celebrating initiatives that demonstrate measurable impact on care delivery across sectors. In addition, Austin was honored with the 2025 School Behavioral Health Champion award at the Southeastern School Behavioral Health Conference for her leadership at the practice, program, and policy levels.
Policy, Practice, and Prevention
Austin’s work is grounded in a three-tiered mental health framework: universal promotion strategies, targeted prevention for at-risk students, and intensive interventions for those experiencing crisis. These supports are tailored to meet students’ needs within the context of the school day—a critical consideration for North Carolina, where 80 out of 100 counties are classified as rural.
“If you can provide the services within the school day, they’re much more likely to be used,” she said, noting that transportation is a major barrier for families in remote areas. “Students can receive care without the need for transportation or taking time off from school, which is especially beneficial in rural or underserved areas where providers are scarce.”
That commitment to care is backed by strategic planning and funding foresight. “With these five-year grants, sustainability is the name of the game,” she said. “We front-load sustainability from day one—because once the funding is gone, you have to be prepared.”
To that end, Austin has spearheaded efforts to work with local boards of education, county commissioners, and Medicaid stakeholders to continue funding after federal grants end. One notable initiative involves expanding the use of school-based health services for Public School Units via a Medicaid Learning Collaborative which provides training and technical assistance.
“Furthermore, we are looking to partner with an Institute of Higher Education to conduct a benefit-cost analyses to show legislators the return on investment,” she said. “Such a study would enhance NC policymakers’ ability to assess the downstream cost savings and tangible value of making early investments in mental health supports for all NC students”.
The Value of MCHES®
Austin credits much of her strategic and systems-level thinking to her MCHES® credential. “The MCHES® competencies have helped me shape sustainable, scalable solutions,” she said. “That skill set gives you an edge when advocating for funding, shaping policy, or evaluating impact.”
She initially became CHES-certified in the early 2000s while working at a university. Encouraged by a supportive supervisor, she pursued the credential and later transitioned to MCHES® via experience documentation. “That advanced-level certification really helped frame the way I approach complex, multi-agency work,” she said.
And her reach extends beyond her state agency. As a newly elected member of NCHEC’s Board of Commissioners, Austin is deepening her impact on the profession itself. “It’s a unique opportunity to work with thought leaders across all sectors of health education,” she shared. “I’ve been in listening mode, but I’m excited about the learning curve—and the chance to give back.”
Career Roots and Cross-Sector Work
Austin’s current role is a culmination of a diverse and purposeful career path. A Mississippi native, she began her career teaching kindergarten in rural North Carolina through Teach for America. From there, she moved into higher education, focusing on preconception health for college students, followed by early childhood initiatives through North Carolina’s Smart Start program.
She later held a leadership role in the state’s Division of Public Health where she specialized in systems change related to children and youth with special health care needs. “I’ve always been drawn to projects at the intersection of education and health,” she said. “This current role is the perfect blend.”
That blend also calls for dismantling agency silos. “To create lasting change, you have to move from silos to solutions,” she emphasized. “That means aligning policy, staffing, and funding across agencies like the Department of Public Instruction and Department of Health and Human Services.”
Advice for New Professionals: “Get in the Room”
For students and emerging professionals looking to drive systems-level change, Austin has one central message: get involved early and often. “Conferences, coalitions, internships—just get in the room,” she advised. “There’s never a meeting where I don’t learn something, and being present opens doors.”