Bill Overview
Title: HEAL Act of 2022
Description: This bill requires the Department of Education (ED) to award grants to eligible entities to fund additional school-based mental health providers and acute crisis response activities. An eligible entity is a local educational agency that serves a school that has experienced a violent or traumatic crisis. ED must, in collaboration with the Department of Health and Human Services, conduct a special resource study of communities that have experienced a violent or traumatic crisis.
Sponsors: Sen. Peters, Gary C. [D-MI]
Target Audience
Population: People in educational settings impacted by violent or traumatic crises
Estimated Size: 2000000
- The bill focuses on schools that have experienced a violent or traumatic crisis, which indicates that it is targeted at educational settings that have specific needs for mental health services in response to such events.
- School-based mental health providers are specifically mentioned, so students in affected schools, as well as the staff and faculty of those schools, are primary targets for support.
- The grants are intended for local educational agencies, which suggests the impact is on the public-school system, likely encompassing K-12 schools.
- A violent or traumatic crisis can occur anywhere globally, so any school experiencing such an event would be relevant.
- To be eligible for these grants, a school must apply as part of an entity impacted by a crisis, so this limits the population to those directly impacted by such events.
Reasoning
- The target population for the HEAL Act involves predominantly students, school faculty, and staff affected by traumatic events. This means enhanced mental health support services primarily benefit these groups.
- Since the policy runs on a fixed budget, prioritization will be key, likely focusing on areas with recent or high-profile incidents first, given the limited immediate reach of $450 million initially.
- Historical data on school violence implies communities affected by events such as shootings or disasters in schools will benefit significantly, enhancing immediate response strategies and the provision of ongoing mental health support.
- The variation in impact level per person will depend on individual proximity to a crisis, the scale of support their school receives, and personal circumstances such as existing mental health issues.
- Simulated interviews reflect typical demographics present in affected schools, including teachers, students, and parents, representing diverse locations and the breadth of crises types.
Simulated Interviews
High School Student (Parkland, Florida)
Age: 16 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- I think having more mental health counselors would really help. It's been tough since the incident and I don't really feel safe sometimes.
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 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 4 |
Middle School Teacher (Los Angeles, California)
Age: 35 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 4/20
Statement of Opinion:
- It's important for us to get the mental health support because our kids have been through a lot. This bill could be a lifeline.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 4 |
| Year 20 | 5 | 4 |
School Counselor (New York City, New York)
Age: 42 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 2.0 years
Commonness: 5/20
Statement of Opinion:
- I'm excited about the potential for more resources. Our small team has been overwhelmed.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
School Principal (Houston, Texas)
Age: 50 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 4/20
Statement of Opinion:
- This act could help us restore not just the buildings but emotional stability as well.
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 | 7 | 4 |
| Year 20 | 6 | 4 |
High School Student (Fort Collins, Colorado)
Age: 17 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 1.0 years
Commonness: 8/20
Statement of Opinion:
- I don't feel personally affected, but I see my friends struggling. More support is definitely needed.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 6 | 6 |
| Year 5 | 6 | 6 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 5 |
Assistant Teacher (Pittsburgh, Pennsylvania)
Age: 29 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 2.0 years
Commonness: 4/20
Statement of Opinion:
- Even after the incident, we need ongoing support for kids. More mental health professionals are definitely welcomed.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 4 |
| Year 5 | 6 | 4 |
| Year 10 | 5 | 4 |
| Year 20 | 5 | 4 |
Parent of School Child (Miami, Florida)
Age: 45 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 6/20
Statement of Opinion:
- I worry about the safety and mental health of my child. Having more resources in school can help ease some of that worry.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 6 | 4 |
Public School Superintendent (Tornado Alley, Oklahoma)
Age: 39 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 5.0 years
Commonness: 2/20
Statement of Opinion:
- We've faced devastation repeatedly. Relief efforts are crucial, and it's not just the physical infrastructure that suffers.
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 | 8 | 5 |
| Year 10 | 7 | 4 |
| Year 20 | 6 | 4 |
High School Student (Las Vegas, Nevada)
Age: 15 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 8/20
Statement of Opinion:
- I wasn't directly involved, but the atmosphere at school changed. This act might bring some stability.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
School Administrator (New Orleans, Louisiana)
Age: 60 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 3/20
Statement of Opinion:
- The mental health of our students has been severely impacted. This funding could be pivotal.
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 | 6 | 5 |
| Year 20 | 5 | 4 |
Cost Estimates
Year 1: $450000000 (Low: $300000000, High: $600000000)
Year 2: $460000000 (Low: $310000000, High: $610000000)
Year 3: $470000000 (Low: $320000000, High: $620000000)
Year 5: $500000000 (Low: $340000000, High: $650000000)
Year 10: $550000000 (Low: $370000000, High: $680000000)
Year 100: $750000000 (Low: $500000000, High: $1000000000)
Key Considerations
- The extent and frequency of violent or traumatic events in schools will greatly influence annual cost fluctuations.
- Administrative collaboration and data-sharing logistics between the Department of Education and the Department of Health and Human Services could impose delays and add costs.