Bill Overview
Title: ASSIST Act
Description: This bill requires the Department of Health and Human Services to award grants to, among others, local educational agencies to increase the number of mental health and substance use disorder care providers in schools and school-based health centers. It also increases the federal government's share of Medicaid costs for behavioral health services furnished in those settings.
Sponsors: Sen. Warnock, Raphael G. [D-GA]
Target Audience
Population: Students in schools
Estimated Size: 50000000
- The ASSIST Act focuses on increasing mental health and substance use disorder care providers in schools, indicating the primary target population includes students.
- The bill suggests that local educational agencies will have more resources, indirectly impacting educational staff and teachers who may gain greater support in handling mental health issues.
- The increased federal share of Medicaid costs for behavioral services impacts families who rely on Medicaid for such services in schools, particularly those from lower-income backgrounds.
- Educational staff and local communities may also be impacted as improved mental health services in schools can lead to more supportive learning environments.
Reasoning
- The primary beneficiaries of the ASSIST Act are students, particularly those from families who rely on Medicaid. This reflects in improved access to mental health and substance use disorder services, positively impacting their mental health and wellbeing.
- Teachers and school staff may also experience the effects of improved student support systems, possibly reducing their workload related to behavioral issues.
- In areas with large low-income populations, the impact might be greater due to better access to Medicaid-funded services within schools.
- However, budgetary constraints mean that not all schools or districts will receive support at the same level, leading to varied impacts across different communities.
Simulated Interviews
Student (Los Angeles, CA)
Age: 16 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 15/20
Statement of Opinion:
- I've struggled with anxiety and there's not enough support in school.
- I worry about falling behind because I don't always get the help I need.
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 | 8 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 7 | 6 |
High School Teacher (Houston, TX)
Age: 47 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- My students really need more mental health resources.
- Whenever a student struggles, it affects the whole classroom.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
Student (Chicago, IL)
Age: 11 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 18/20
Statement of Opinion:
- I like my new school but sometimes feel lost.
- Talking to someone at school would help but it's hard to get time with the counselor.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
School Principal (Rural Kentucky)
Age: 30 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- There's only so much we can do with limited resources.
- These funds could make a real difference in supporting our students.
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 | 6 |
Student (Miami, FL)
Age: 14 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 20/20
Statement of Opinion:
- I often feel overwhelmed, but I can't afford extra help.
- It'd be nice to have more support directly in 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 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
Mental Health Professional (New York, NY)
Age: 42 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 8/20
Statement of Opinion:
- My workload is heavy, and schools need more staffing support.
- The policy could improve service delivery and outcomes.
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 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
Student (Seattle, WA)
Age: 17 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 12/20
Statement of Opinion:
- School pressures are high for everyone, and some of my friends have struggled silently.
- Access to someone who can help with stress is really important.
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 | 8 | 7 |
| Year 20 | 7 | 6 |
School Nurse (Phoenix, AZ)
Age: 52 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 9/20
Statement of Opinion:
- We do what we can, but there's only so much time.
- The funds from the policy could help reduce the strain and provide better care.
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 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Student (Atlanta, GA)
Age: 15 | Gender: other
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 14/20
Statement of Opinion:
- I love being involved, but school sometimes gets too much.
- More counselors would definitely help.
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 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
Parent (Boston, MA)
Age: 39 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- It's reassuring to know more support could be available for the kids.
- Mental health is a priority for us, so this policy is good news.
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 | 6 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Cost Estimates
Year 1: $200000000 (Low: $150000000, High: $250000000)
Year 2: $210000000 (Low: $160000000, High: $260000000)
Year 3: $220000000 (Low: $170000000, High: $270000000)
Year 5: $240000000 (Low: $190000000, High: $290000000)
Year 10: $280000000 (Low: $220000000, High: $340000000)
Year 100: $1000000000 (Low: $800000000, High: $1200000000)
Key Considerations
- The main expense drivers are the grants for mental health provider increases and additional Medicaid costs.
- The impact varies significantly based on the efficiency of fund utilization by schools and healthcare providers.
- Long-term cost savings depend heavily on the effectiveness of early mental health interventions.