Bill Overview
Title: Know Your Body Act
Description: This bill directs the Office on Women's Health of the Department of Health and Human Services to create educational materials with respect to covered disorders for elementary and secondary school students. Covered disorders refer to uterine, ovarian, and related hormonal and menstrual disorders, such as endometriosis, uterine fibroids, and polycystic ovary syndrome.
Sponsors: Rep. Williams, Nikema [D-GA-5]
Target Audience
Population: People with female reproductive systems
Estimated Size: 21000000
- The bill focuses on educating young individuals in elementary and secondary schools about women's health, specifically targeting uterine, ovarian, and hormonal disorders.
- These health issues primarily affect individuals with female reproductive systems.
- The educational efforts could indirectly impact male students by increasing their awareness of these issues, promoting broader understanding and support.
- Since the directive is for educational materials, institutions, teachers, and educators will play a role, but the primary impact concerns individuals who can be directly affected by the covered disorders.
Reasoning
- The target population primarily consists of individuals with female reproductive systems in elementary and secondary schools, approximately 21 million students.
- The policy's educational materials could lead to an increased understanding and earlier diagnosis of related disorders, improving mental and physical health outcomes, hence affecting wellbeing scores.
- Due to budget limitations, the policy may initially reach a subset of the target population, affecting wellbeing scores variably.
- The policy's information dissemination might indirectly affect the wellbeing of male students by creating a supportive environment.
Simulated Interviews
High school student (Los Angeles, CA)
Age: 17 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 20.0 years
Commonness: 15/20
Statement of Opinion:
- I think it's important to know more about these conditions.
- Often, I feel unheard when I talk about my menstrual problems at school.
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 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
High school student (Dallas, TX)
Age: 15 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 18/20
Statement of Opinion:
- I didn't know much about these issues affecting my sister.
- Learning more might help me support her better.
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 |
Middle school student (Miami, FL)
Age: 13 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 15.0 years
Commonness: 14/20
Statement of Opinion:
- It's sometimes hard to deal with my symptoms at school.
- I hope the policy gives us more information.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 6 | 5 |
High school student (Chicago, IL)
Age: 16 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 13/20
Statement of Opinion:
- I've learned bits and pieces from the internet and friends.
- It would be helpful to have clear, reliable information from school.
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 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 7 |
High school senior (New York, NY)
Age: 18 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- I advocate for more education on health issues.
- This bill could serve as a model for health awareness programs.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 9 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Middle school student (Seattle, WA)
Age: 14 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 17/20
Statement of Opinion:
- I want to learn more but it's awkward to ask questions.
- If it's introduced at school, it would make it easier to know more.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Elementary school student (Phoenix, AZ)
Age: 11 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 9.0 years
Commonness: 20/20
Statement of Opinion:
- I'm just starting to learn about my body.
- Clear information would stop me from being confused or scared.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 6 |
High school student (Boston, MA)
Age: 15 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 19/20
Statement of Opinion:
- Knowing more about these issues could make me a better friend.
- I feel bad when I don't know how to help.
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 | 6 | 6 |
| Year 20 | 6 | 6 |
Middle school student (Austin, TX)
Age: 12 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 16/20
Statement of Opinion:
- Learning about these conditions might inspire me to pursue a career in healthcare.
- It's important to know what's going on with your own body.
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 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 7 |
High school graduate (San Francisco, CA)
Age: 18 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 20.0 years
Commonness: 12/20
Statement of Opinion:
- This initiative is a step forward for women's health education.
- It's crucial for young people to understand these things early.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Cost Estimates
Year 1: $10000000 (Low: $8000000, High: $12000000)
Year 2: $9000000 (Low: $7000000, High: $11000000)
Year 3: $8000000 (Low: $6000000, High: $10000000)
Year 5: $7500000 (Low: $5500000, High: $9500000)
Year 10: $7500000 (Low: $5500000, High: $9500000)
Year 100: $7500000 (Low: $5500000, High: $9500000)
Key Considerations
- The initial costs include both material production and the necessary infrastructure to support nationwide educational outreach.
- There might be variability based on regional educational policies and the extent of cooperation with local school districts.
- Long-term health benefits for targeted individuals might reduce economic burdens related to untreated disorders, though these are not immediate cost savings.