Bill Overview
Title: Student Mental Health Improvement Act of 2022
Description: This bill establishes a grant program through which the Department of Education may award grants to eligible students attending institutions of higher education to pursue careers in mental health occupations. It also allows for a refundable tax credit for qualified school-based mental health professionals.
Sponsors: Rep. Emmer, Tom [R-MN-6]
Target Audience
Population: Students in higher education pursuing mental health careers
Estimated Size: 2000000
- The bill targets students attending institutions of higher education, meaning college and university students.
- According to UNESCO, there are approximately 235 million students enrolled in higher education institutions worldwide.
- The bill specifically focuses on those students who are pursuing careers in mental health professions.
- On average, a small percentage of students (around 10% based on historical trends in specialized fields) might be expected to pursue careers directly in mental health professions.
- This gives us a rough estimate of around 23.5 million students likely to be directly impacted globally.
- The tax credit for school-based mental health professionals would affect current professionals practicing, which indirectly aids in improving mental health services for students.
Reasoning
- The policy is aimed at students pursuing careers in mental health and school-based mental health professionals, therefore affecting higher education institutions.
- It is expected to help increase the number of professionals in the mental health field by providing financial assistance to students through grants, reducing financial barriers.
- Current professionals in school-based mental health settings will benefit through a tax credit, allowing them to continue and possibly expand their services, indirectly improving overall mental health services in educational settings.
- The policy also ensures financial feasibility over 10 years given U.S. student numbers and financial constraints.
- Population distribution aims to represent both impacted students and professionals across various demographics and geographical locations.
Simulated Interviews
Undergraduate Student (Austin, Texas)
Age: 22 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- The grant could really help me focus more on my studies and less on financial stress.
- I believe more professionals entering the field is critical given current mental health crises.
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 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 5 |
Licensed School Counselor (New York, New York)
Age: 29 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- The tax credit would be significant, helping me manage my student debt and focus resources on improving school programs.
- I hope it improves the mental health sector's attractiveness to students.
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 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 4 |
School Psychologist (Portland, Oregon)
Age: 35 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 15/20
Statement of Opinion:
- Tax credits make continuing my work more financially viable.
- Higher influx of new professionals will ideally reduce stress on existing infrastructure.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Undergraduate Student (Los Angeles, California)
Age: 19 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 6.0 years
Commonness: 18/20
Statement of Opinion:
- Knowing financial support is available might influence my decision to pursue this field.
- Support is important for students who are considering these critical roles.
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 |
Graduate Student (Chicago, Illinois)
Age: 25 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 8.0 years
Commonness: 9/20
Statement of Opinion:
- The grant would significantly ease my financial burden and allow me to complete my studies.
- Providing educational support is key to increasing qualified mental health professionals.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 5 |
| Year 5 | 9 | 5 |
| Year 10 | 9 | 5 |
| Year 20 | 8 | 5 |
Mental Health Advocate (Phoenix, Arizona)
Age: 52 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 4/20
Statement of Opinion:
- This policy helps create conditions for increased engagement with mental health careers.
- Seeing more young people empowered in this field is promising for future service availability.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Educational Administrator (Miami, Florida)
Age: 40 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 14/20
Statement of Opinion:
- Tax credits could stabilize staff levels for school-based mental health.
- Encouraging new students can relieve some pressure on school resources.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 5 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 6 | 5 |
Graduate Student (Seattle, Washington)
Age: 24 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 7/20
Statement of Opinion:
- Grants would alleviate some financial stress, making it easier to focus on studies.
- Important to incentivize more students toward this path given the need is great.
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 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
Social Worker (Houston, Texas)
Age: 32 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 5.0 years
Commonness: 13/20
Statement of Opinion:
- A tax credit would help maintain current mental health programs that are often underfunded.
- Expanding mental health education access is crucial, both for students and current professionals.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 5 | 4 |
| Year 3 | 6 | 4 |
| Year 5 | 6 | 4 |
| Year 10 | 6 | 4 |
| Year 20 | 5 | 3 |
Undergraduate Student (Boston, Massachusetts)
Age: 23 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 7.0 years
Commonness: 11/20
Statement of Opinion:
- Grants are essential; many of my peers are discouraged by financial barriers.
- Interest in mental health careers is there, but support is needed to see it through.
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 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 5 |
Cost Estimates
Year 1: $11000000000 (Low: $10000000000, High: $12000000000)
Year 2: $11300000000 (Low: $10300000000, High: $12300000000)
Year 3: $11600000000 (Low: $10600000000, High: $12600000000)
Year 5: $12000000000 (Low: $11000000000, High: $13000000000)
Year 10: $13000000000 (Low: $12000000000, High: $14000000000)
Year 100: $25000000000 (Low: $23000000000, High: $27000000000)
Key Considerations
- Balancing short-term fiscal costs with potential long-term healthcare savings and improved workforce productivity.
- Assessing the administrative complexity of granting significant funds to potentially large numbers of students.
- Evaluating the elasticity of demand for mental health careers among students once financial incentives are introduced.