Bill Overview
Title: Expanding Access to Mental Health Training Act
Description: This bill reauthorizes through FY2027 grants for training teachers and other school personnel to recognize the symptoms of childhood and adolescent mental health disorders. These grants are awarded by the Substance Abuse and Mental Health Services Administration to states, localities, Indian tribes, and nonprofits.
Sponsors: Rep. Lee, Susie [D-NV-3]
Target Audience
Population: Teachers, school personnel, children and adolescents
Estimated Size: 54000000
- The bill focuses on training teachers and school personnel, suggesting these are the primary groups who will directly benefit from the training programs.
- The training is aimed at helping these groups recognize mental health issues in children and adolescents, suggesting that children and adolescents will also be indirectly impacted.
- Teachers and school personnel in various educational institutions across the globe might be benefitted by similar national or local programs inspired by this bill.
- The bill mentions grants that can be awarded to states, localities, Indian tribes, and nonprofits, which implies these groups are key stakeholders.
Reasoning
- The vast majority of teachers and school personnel will get trained, but the actual day-to-day impact might vary based on their engagement with students facing mental health challenges.
- Children and adolescents may not immediately see changes in their wellbeing scores, as the effect will take time.
- Certain areas with higher mental health challenges may show more immediate impact due to a more pressing need.
- The program's effectiveness will vary depending on administrative efficiency at the local level and how well-trained personnel manage and apply new skills.
- I have included a mix of directly affected (teachers, school personnel) and indirectly affected (students) individuals.
Simulated Interviews
High School Teacher (Austin, Texas)
Age: 32 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- I think it's important for teachers to recognize mental health issues early.
- This training could really help us offer better support to our students.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 6 |
School Counselor (Tuscaloosa, Alabama)
Age: 45 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 7/20
Statement of Opinion:
- The training will enhance our team’s ability to assist students effectively.
- It should be mandatory for all educational staff.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 7 |
High School Student (New York, New York)
Age: 17 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 12/20
Statement of Opinion:
- Sometimes I feel teachers don't understand our issues.
- If they were better trained, it might help students reach out for help.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Elementary School Teacher (Seattle, Washington)
Age: 29 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 8/20
Statement of Opinion:
- I'm excited about the training. It's long overdue that we focus on mental health in schools.
- Hopefully, this initiative will reach more teachers.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
School Principal (Rural Iowa)
Age: 52 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- Our teachers need this training to recognize signs early and act accordingly.
- I hope this policy includes sustained funding beyond the first few years.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
High School Student (Chicago, Illinois)
Age: 15 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 4.0 years
Commonness: 15/20
Statement of Opinion:
- I'd like my teachers to understand mental health better so they can support us more.
- Counselors are busy; teachers need to help too.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
Non-profit Worker (Los Angeles, California)
Age: 39 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 7/20
Statement of Opinion:
- This policy could help bridge gaps in mental health support.
- More consistent approaches across schools will be beneficial.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 9 | 5 |
| Year 10 | 9 | 5 |
| Year 20 | 8 | 5 |
Tribal Education Coordinator (Navajo Nation, Arizona)
Age: 62 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- The policy might help bring needed resources and recognition to tribal communities.
- Collaboration with local leaders is essential.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 6 |
Junior High Teacher (Boston, Massachusetts)
Age: 30 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 12.0 years
Commonness: 5/20
Statement of Opinion:
- This is a good first step for ensuring all students have access to the support they need.
- I’m cautious about how the implementation will be handled locally.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 9 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 10 | 7 |
| Year 20 | 10 | 7 |
Teacher Assistant (Miami, Florida)
Age: 23 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 7.0 years
Commonness: 8/20
Statement of Opinion:
- I’m new to teaching, so training in mental health would be very valuable for me.
- It helps us support students better and feel more prepared.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 8 | 6 |
Cost Estimates
Year 1: $54000000 (Low: $45000000, High: $63000000)
Year 2: $55620000 (Low: $46260000, High: $64980000)
Year 3: $57288600 (Low: $47647800, High: $66929400)
Year 5: $60848492 (Low: $50590340, High: $71106648)
Year 10: $70467643 (Low: $58621695, High: $82313592)
Year 100: $122285070 (Low: $101458891, High: $142685840)
Key Considerations
- Determining the effectiveness of the grant programs in different localities will be crucial for maximizing impact.
- Ensuring that funding is equitably distributed among states, localities, Indian tribes, and nonprofits is vital for broad coverage.
- Maintaining transparency and accountability in the utilization of grants can help improve program outcomes.