Bill Overview
Title: Mental Health Excellence in Schools Act
Description: This bill establishes a program to expand the mental health services workforce in schools. Specifically, the bill requires the Department of Education to contract with graduate institutions to pay a share of the cost of attendance for graduate students pursuing careers in the school-based mental health profession (e.g., school counseling). Additionally, the bill requires an independent national evaluation of the outcomes and effectiveness of the program.
Sponsors: Sen. Shaheen, Jeanne [D-NH]
Target Audience
Population: Individuals impacted by changes in school-based mental health services
Estimated Size: 107700000
- The bill supports graduate students pursuing careers in school-based mental health services across the nation.
- It aims to increase the workforce in school-based mental health services. Many schools nationwide face shortages in counseling and mental health services.
- There are approximately 56 million school-aged children in the United States who could benefit from improved mental health services.
- School teachers and staff who work with students daily could see changes in the students' wellbeing.
- Families would experience the impacts of improved mental health services available to their children, possibly reducing out-of-school mental health care costs or needs.
Reasoning
- Graduate students pursuing careers in school-based mental health services will benefit directly from financial assistance, reducing their educational costs and potentially drawing more students into this field.
- Teachers in all school districts may see an impact as additional mental health services support their students, thereby improving the classroom environment and student behavior.
- Families with school-aged children may experience reduced needs for external mental health services, leading to both financial savings and improved daily life interactions.
- The policy impact is spread across a broad spectrum due to better access to mental health resources, although the direct financial benefits are concentrated on a smaller group of graduate students.
- Not everyone will perceive a change, especially those in districts where resources are already adequately funded, or for individuals with no direct connection to schools.
Simulated Interviews
Graduate Student (New York)
Age: 23 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- This policy is a game-changer for students like me. The financial support can alleviate the burden of student loans and allow me to focus more on my studies and practical training.
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 | 6 |
| Year 20 | 9 | 6 |
High School Teacher (California)
Age: 45 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- I'm hopeful that this policy will provide the support our students desperately need. More counselors can help address student issues before they escalate.
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 | 6 |
High School Student (Texas)
Age: 16 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- I hope this means I'll get to talk to someone at school more frequently. Right now, it's hard to get appointments.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Parent (Florida)
Age: 50 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 7/20
Statement of Opinion:
- I'm relieved knowing there will be better mental health resources at my children's school. It might mean we can cut down on therapy appointments outside of school.
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 | 6 |
School Counselor (Ohio)
Age: 33 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 20.0 years
Commonness: 5/20
Statement of Opinion:
- This policy could bring much-needed relief by bringing more counselors to our school. I hope the workload will become more manageable.
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 | 9 | 5 |
| Year 20 | 8 | 5 |
Graduate Student (Illinois)
Age: 28 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- I'm really thankful for this financial aid. It means I can focus less on debt and more on training and gaining experience.
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 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
School Principal (Georgia)
Age: 39 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 6/20
Statement of Opinion:
- I believe more mental health professionals can drastically reduce behavioral problems and improve the school environment.
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 | 8 | 5 |
| Year 20 | 7 | 5 |
Middle School Student (Oregon)
Age: 12 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 5.0 years
Commonness: 9/20
Statement of Opinion:
- If there are more counselors, maybe I can find help easier. It's tough not having anyone to talk to at school.
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 | 6 | 4 |
| Year 10 | 6 | 4 |
| Year 20 | 5 | 4 |
Retired Social Worker (Pennsylvania)
Age: 62 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- Although I'm retired, I applaud the policy. Investing in mental health services is crucial for future generations.
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 | 7 | 7 |
| Year 20 | 6 | 6 |
Graduate Student (Arizona)
Age: 26 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 4/20
Statement of Opinion:
- The financial aid helps immensely. It motivates me and my peers to enter school mental health professions, knowing we'll have support.
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 |
Cost Estimates
Year 1: $210000000 (Low: $180000000, High: $250000000)
Year 2: $220000000 (Low: $190000000, High: $260000000)
Year 3: $225000000 (Low: $195000000, High: $270000000)
Year 5: $230000000 (Low: $200000000, High: $280000000)
Year 10: $240000000 (Low: $210000000, High: $290000000)
Year 100: $250000000 (Low: $215000000, High: $300000000)
Key Considerations
- The program's success depends on effective partnerships with graduate institutions.
- There may be regional disparities in program adoption, with varying impacts on different states.
- Evaluation measures need to be robust and embedded from the outset to ensure program adaptability and impact.