Bill Overview
Title: Supporting Trauma-Informed Education Practices Act of 2022
Description: This bill reauthorizes through FY2027 and otherwise revises a grant program that increases student access to evidence-based trauma support services and mental health care. Among other revisions to the grant program, the bill increases the maximum duration of grants and allows grants to be used for establishing programs to improve mental health and resiliency among teachers and other school staff.
Sponsors: Rep. Hayes, Jahana [D-CT-5]
Target Audience
Population: Students, Teachers, and School Staff
Estimated Size: 60000000
- The bill aims to enhance trauma support services in educational settings, which would directly impact students who are recipients of such services.
- There is emphasis on establishing programs for teachers and school staff to improve mental health and resiliency, thus directly impacting these groups.
- The scope of the bill includes all educational institutions that might apply for and receive the grant, thus affecting students, teachers, and other staff nationwide.
- In the US alone, there are over 50 million students enrolled in public schools and about 3.2 million public school teachers who could potentially be impacted by these regulations.
- Globally, given educational institutions implementing or adopting similar practices, this could influence millions more, especially in countries with established systems for trauma-informed care.
Reasoning
- This policy is directed primarily at educational settings and looks to affect students, teachers, and other school staff through trauma support services and mental health programs.
- Due to the broad reach of public education, a substantive percentage of the population will be influenced, either directly through involvement or indirectly through educational practices and environmental shifts.
- With a budget cap, it is important to prioritize districts and schools with higher needs – generally urban or underserved areas where trauma-informed practices are more urgently required.
- The holistic nature of this policy in addressing the wellbeing of school staff in conjunction with students can amplify the effect, particularly in a school setting where teacher stress can directly impact student wellbeing.
Simulated Interviews
student (Chicago, IL)
Age: 15 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- I often feel overwhelmed at school and would really appreciate more support services.
- If teachers get better support, I think they would also help us students more.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 6 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
teacher (Austin, TX)
Age: 35 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 15/20
Statement of Opinion:
- We need more resources to help with mental stress, both for students and ourselves as teachers.
- I'm hopeful but skeptical about whether these programs will truly reach us.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
school counselor (Rural Montana)
Age: 50 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 7.0 years
Commonness: 5/20
Statement of Opinion:
- I'm cautiously optimistic about what this policy offers but worry it might not reach our rural community.
- Training for resilience would benefit both me and the teachers I work with.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
school principal (New York, NY)
Age: 40 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 8/20
Statement of Opinion:
- This grant can help us scale our existing programs and train staff more effectively.
- Continuity and follow-through are key to making a real impact.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
paraprofessional educator (Atlanta, GA)
Age: 45 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 6.0 years
Commonness: 10/20
Statement of Opinion:
- It's crucial that these services are expanded; our students face a lot of challenges.
- I'm concerned about the sustainability of the funding.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
student (Los Angeles, CA)
Age: 10 | Gender: female
Wellbeing Before Policy: 3
Duration of Impact: 8.0 years
Commonness: 10/20
Statement of Opinion:
- I don't like going to school because of bullies and feel scared every day.
- If there are more adults to help, maybe things will be better.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 3 |
| Year 2 | 5 | 3 |
| Year 3 | 6 | 4 |
| Year 5 | 7 | 5 |
| Year 10 | 8 | 6 |
| Year 20 | 9 | 6 |
recent graduate and new teacher (Phoenix, AZ)
Age: 28 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 15/20
Statement of Opinion:
- It's pretty daunting starting in this environment, but support could change everything for me.
- Programs for new teachers are desperately needed.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
retired school bus driver (Detroit, MI)
Age: 60 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 4.0 years
Commonness: 6/20
Statement of Opinion:
- Anything that can elevate the mental health support in schools is worth investing in.
- My hope is that these changes make schools safer from a psychological perspective.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
parent of two elementary school students (Miami, FL)
Age: 33 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- Investing in school environments is as important as direct teaching.
- As a parent, I see the changes needed firsthand and feel optimistic about this policy's direction.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 8 |
| Year 20 | 9 | 8 |
school administrator (San Francisco, CA)
Age: 55 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 7/20
Statement of Opinion:
- Securing funds for mental health can be difficult, and this policy could fill gaps.
- Building resilience is integral not only for students but also for faculty sustainability.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 7 |
Cost Estimates
Year 1: $80000000 (Low: $70000000, High: $90000000)
Year 2: $82000000 (Low: $72000000, High: $92000000)
Year 3: $85000000 (Low: $75000000, High: $95000000)
Year 5: $90000000 (Low: $80000000, High: $100000000)
Year 10: $100000000 (Low: $90000000, High: $110000000)
Year 100: $120000000 (Low: $110000000, High: $130000000)
Key Considerations
- The scale of trauma support expansion can significantly influence cost estimates.
- Administrative overhead and monitoring are essential for effective program implementation, potentially increasing costs.
- Partnerships with local mental health providers or employing in-house staff can vary in cost and effectiveness.