Bill Overview
Title: TEACH Act of 2022
Description: This bill directs the Department of Education to award grants to state educational agencies and, through them, subgrants to local educational agencies to implement or improve health and wellness programs for education professionals. It also requires the National Institutes of Health to study the impact of COVID-19 on the mental health of education professionals.
Sponsors: Rep. Kirkpatrick, Ann [D-AZ-2]
Target Audience
Population: education professionals worldwide
Estimated Size: 6000000
- The bill focuses on awarding grants for health and wellness programs targeting education professionals.
- The bill specifically mentions the impact of COVID-19 on the mental health of education professionals, suggesting a focus on mental health support.
- The bill applies to state educational agencies and local educational agencies, indicating a wide geographical scope within the US.
Reasoning
- The TEACH Act of 2022 aims to improve the wellbeing of education professionals through targeted mental health and wellness programs. Given the limited budget and the large number of educators in the U.S., not all may benefit equally.
- Key determinants of impact include direct involvement with the educational agencies receiving grants, existing access to wellness programs, and the relative presence of COVID-19-related stressors.
- Focus groups for this policy are likely education professionals in regions where educational agencies have historically underfunded wellness programs or have faced significant pandemic-related challenges.
Simulated Interviews
High School Teacher (New York, NY)
Age: 45 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 10.0 years
Commonness: 15/20
Statement of Opinion:
- I think the TEACH Act is long overdue. During COVID, we faced so much stress, and it really affected my mental health.
- I hope the program will include personalized counseling sessions.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 6 | 4 |
| Year 5 | 7 | 3 |
| Year 10 | 8 | 3 |
| Year 20 | 8 | 3 |
Elementary School Teacher (Houston, TX)
Age: 28 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 18/20
Statement of Opinion:
- The stress levels were intense during online teaching. Programs focusing on tech integration and mental support would be great.
- I'm optimistic but unsure how much the TEACH Act will reach us.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 4 |
| Year 20 | 7 | 4 |
College Professor (San Francisco, CA)
Age: 34 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 10/20
Statement of Opinion:
- I haven't felt the same level of stress as K-12 teachers, but support is always welcome.
- I doubt the funds will flow to part-time college staff effectively.
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 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 5 |
School Administrator (Chicago, IL)
Age: 50 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 8/20
Statement of Opinion:
- This policy could be transformative if implemented well at the local level.
- I'm pushing for funding applications for our district.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 9 | 5 |
| Year 20 | 8 | 4 |
Middle School Teacher (Rural Alabama)
Age: 39 | Gender: male
Wellbeing Before Policy: 3
Duration of Impact: 7.0 years
Commonness: 5/20
Statement of Opinion:
- Our rural district often gets left behind in funding allocations.
- If the TEACH Act reaches us, it could mean a lot.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 3 |
| Year 2 | 5 | 3 |
| Year 3 | 5 | 3 |
| Year 5 | 6 | 2 |
| Year 10 | 5 | 2 |
| Year 20 | 5 | 2 |
High School Counselor (Seattle, WA)
Age: 29 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 15.0 years
Commonness: 12/20
Statement of Opinion:
- My work has only increased since the pandemic. Resources for counselors are vital.
- The TEACH Act should prioritize ongoing professional development.
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 | 5 |
| Year 20 | 8 | 5 |
Teacher's Aide (Phoenix, AZ)
Age: 26 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 3.0 years
Commonness: 14/20
Statement of Opinion:
- I see how stressed the teachers I work with are; they definitely need more support.
- I'm hopeful that this act will help my colleagues.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 6 |
Retired Teacher (Miami, FL)
Age: 52 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 0.0 years
Commonness: 7/20
Statement of Opinion:
- I wish this policy was around when I was teaching. This initiative is crucial for current educators.
- I'm unsure how the TEACH Act will help retirees.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 6 | 6 |
| Year 5 | 6 | 6 |
| Year 10 | 6 | 6 |
| Year 20 | 6 | 6 |
Urban School Teacher (Detroit, MI)
Age: 41 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 6/20
Statement of Opinion:
- Support from this act is crucial for stress relief and improved teaching conditions.
- I believe it could help enhance community engagement programs.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 4 |
| Year 5 | 8 | 4 |
| Year 10 | 9 | 3 |
| Year 20 | 9 | 3 |
Special Education Teacher (Denver, CO)
Age: 37 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 5.0 years
Commonness: 11/20
Statement of Opinion:
- Special education needs to be at the forefront of mental health discussions.
- I'm cautiously optimistic but fear the wave might miss us.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 4 |
| Year 2 | 5 | 4 |
| Year 3 | 5 | 4 |
| Year 5 | 6 | 4 |
| Year 10 | 6 | 4 |
| Year 20 | 5 | 3 |
Cost Estimates
Year 1: $325000000 (Low: $300000000, High: $350000000)
Year 2: $300000000 (Low: $275000000, High: $325000000)
Year 3: $300000000 (Low: $275000000, High: $325000000)
Year 5: $300000000 (Low: $275000000, High: $325000000)
Year 10: $150000000 (Low: $125000000, High: $175000000)
Year 100: $50000000 (Low: $25000000, High: $75000000)
Key Considerations
- The direct impact on education professionals' mental health can vary by region and existing support structures.
- The program's success heavily depends on the proper implementation of grants and research studies.
- Potential overlap with existing mental health initiatives might influence the overall effectiveness and usability of the data generated.