Youth Mental Health Lab

Our Mission

Technology is a double-edged sword.

At the dawn of social media, we were promised deeper human connection. Now 15 years later, trillion-dollar companies compete ruthlessly to keep us glued to screens amidst an escalating mental health crisis.

The same companies now promise that AI will usher in an era of abundance, even as they race to be the first to automate human labor and undermine the future of work.

Perverse incentives can corrupt even the most promising technologies. But when technology is driven by purpose instead of profit, its potential for widespread benefit is unmatched.

The Youth Mental Health Lab leverages emerging technologies to help kids reclaim their focus, strengthen their mental health, and find purpose in the age of AI.

Our Approach


Mission-Driven EdTech:

Our process is grounded in lean startup principles, UX research, and rigorous academic methods. We believe that impactful school solutions require continuous input from diverse students and educators.

Artificial Intelligence:
We prioritize the skillful use of AI to create hyper-personalized learning experiences that meet every student exactly where they are.

Implementation Science:

Most good ideas never become proven tools, and most proven tools never scale up. After developing and validating interventions, we study how they can be scaled up effectively and sustainably.

Prospective Student FAQ

  • I believe that student-faculty relationships thrive when there is genuine alignment in research interests. This makes it easier for students to pursue the questions that inspire them while receiving enthusiastic, informed mentorship. My research and teaching are increasingly focused on applications of AI to improve well-being, as well as understanding and guiding the impact that AI has on society. My lab also explores ways to improve, disseminate, and evaluate Finding Focus—the EdTech intervention we have developed over the last eight years.

  • My lab is based in the Department of Health Promotion and Behavioral Science. Our department’s coursework is focused on understanding why people make the health choices they do—and how to create conditions that make healthy choices easier. It combines psychology, social science, and public health to design and test real-world solutions that help communities thrive. Students learn how behavior, environment, and policy interact, and how to use that knowledge to promote lasting improvements in well-being.

  • My lab is located at the Austin location of UTHealth Houston.

    While cross-campus advising is possible, I strongly prefer to work with students who are based in Austin.

    The School of Public Health has 5 locations throughout TX, and you will take classes with students across all locations. For these hybrid classes, you can choose to either attend virtually or in the designated classroom at the Austin location.

  • UTHealth Houston’s School of Public Health does not guarantee tuition remission or a stipend for PhD students. However, we offer a high value-to-money program. Many students receive partial scholarships that help them qualify for in-state tuition, and top applicants may qualify for a full scholarship. Teaching Assistant (TA) and Graduate Student Researcher (GSR) positions can also be available to help cover tuition and living expenses, though they are not guaranteed by the university upon admission. The availability of GSR positions in my lab varies over time based on active grant funding.

    Details about tuition are available here.

  • Our department requires that incoming students have a relevant masters degree. This allows most full-time students to complete their PhD within 3-5 years.

  • I came to understand the importance of mentorship during graduate school. My advisor, Dr. Jonathan Schooler, deliberately and patiently helped me learn to think like a scientist. He took the time to gauge what I understood and then asked incisive questions that led me to deeper understanding. His mentorship also went far beyond technical training. He embraced my interests and encouraged me to follow them. In the lab, he created a culture of collaboration and transparency where everyone’s perspective was welcomed. And he believed in me, gradually challenging me with increasing independence. To this day, this is the blueprint for the kind of mentor I strive to be.

  • I am accepting new students for the 2026-2027 academic year, so there’s no need to confirm that. But if you’e unsure whether you’re a good fit, feel free to send a resume and description of your research interests to michael.mazek@uth.tmc.edu. I’ll give you my candid opinion about whether you should apply.

  • UTHealth Houston’s School of Public Health uses rolling admissions. The priority deadline to qualify for new student scholarships is December 1.

  • You can apply through the SOPHAS portal. Details on how to apply are described here.

    Make sure to apply to the Department of Health Promotion & Behavioral Science and list me as preferred advisor.

Selected Publications

Richelle, J., Dow, B.R., Pasch, A.M., Schooler, J.W., Mrazek, M.D., Mrazek, A.J. (2024). Digital Attention Training: Improving the Mental Health and Well-Being of Adolescent Youth. Creative Education, 15(10). doi:10.4236/ce.2024.1510132

Mrazek, A. J., Mrazek, M.D., Brown, C.S., Karimi, S.S., Ji, R.R., Ortega, J.R., Maul, A., Carr, P.C., Delegard, A.M., Kirk, A.C., & Schooler, J.W. (2022). Attention Training Improves the Self-Reported Focus and Emotional Regulation of High School Students. Technology, Mind, and Behavior, 3(4). doi:10.1037/tmb0000092

Mrazek, A.J., Mrazek, M.D., Carr, P.C., Delegard, A.M., Ding, M.G., Garcia, D.I., Greenstein, J.E., Kirk, A.C., Kodama, E.E., Krauss, M.J., Landry, A.P., Stokes, C.A., Wickens, K.D., Wong, K., & Schooler, J.W. (2020). The Feasibility of Attention Training for Reducing Mind-wandering and Digital Multitasking in High Schools. Education Sciences. doi:10.3390/educsci10080201

Laukkonen, R., Leggett, J., Gallagher, R., Biddell, H., Mrazek, A.J., Slagter, H. & Mrazek, M. (2019). The science of mindfulness-based interventions and learning: A review for educators. Commissioned by the Organization for Economic Cooperation & Development (OECD). doi:10.31231/osf.io/6g9uq

Mrazek, A.J., Mrazek, M.D., Reese, J.V, Kirk, A.C., Gougis, L.J., Delegard, A.M., Cynman, D.J., Cherolini, C.M., Carr, P.C., & Schooler, J.W. (2019). Mindfulness-based attention training: Feasibility and preliminary outcomes of a digital course for high school students. Education Sciences, 9(3), 230. doi:10.3390/educsci9030230

Mrazek MD, Franklin MS, Phillips DT, Baird B, Schooler JW. Mindfulness training improves WMC & GRE performance while reducing mind-wandering. Psychol Sci. 2013;24(5):776-781. doi:10.1177/0956797612459659