Bill Overview
Title: Expanding Access to Mental Health Training Act
Description: This bill reauthorizes through FY2027 grants for training teachers and other school personnel to recognize the symptoms of childhood and adolescent mental health disorders. These grants are awarded by the Substance Abuse and Mental Health Services Administration to states, localities, Indian tribes, and nonprofits.
Sponsors: Sen. Rosen, Jacky [D-NV]
Target Audience
Population: Children and Adolescents with potential mental health disorders
Estimated Size: 73000000
- The bill is focused on grants for training teachers and school personnel.
- The training aims to help recognize symptoms of mental health disorders among children and adolescents.
- The trainees will be teachers and school personnel across the United States.
- The potential indirect beneficiaries are children and adolescents who will be recognized and provided help earlier due to better-trained personnel.
- Assuming global implications if similar measures are considered outside the US, but this bill specifically addresses the US educational framework.
Reasoning
- The budget limits the scale of training programs, focusing efforts in regions with high needs or existing infrastructure for supporting mental health initiatives.
- Given the US population of children and adolescents, estimated at 73 million, the focus will likely be on states or areas with higher needs, such as schools with historically underserved students.
- There will be direct impacts on teachers and school personnel who receive the training, and indirect impacts on the students they teach.
- Understanding the indirect effects on students' wellbeing involves considering the current levels of mental health support in schools and possible improvements after training.
Simulated Interviews
Elementary School Teacher (Austin, Texas)
Age: 32 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 15/20
Statement of Opinion:
- This training is much needed, especially in schools like ours where mental health issues go unnoticed.
- It will empower us to support our students better and possibly improve their academic performance.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 7 | 6 |
High School Principal (Chicago, Illinois)
Age: 45 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- This initiative is critical, but I'm concerned about the extent of impact given the funding constraints.
- Principals will need additional resources to effectively implement and support these programs.
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 | 7 | 6 |
| Year 20 | 6 | 5 |
School Counselor (Miami, Florida)
Age: 29 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 8/20
Statement of Opinion:
- Any initiative focusing on mental health recognition is beneficial, especially in communities with language barriers.
- I hope the training includes cultural nuances.
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 | 4 |
Middle School Math Teacher (Rural Georgia)
Age: 50 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 7/20
Statement of Opinion:
- This program could be a game-changer in rural areas where mental health awareness is lacking.
- Logistical challenges exist, but the potential benefits outweigh them.
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 | 7 | 6 |
| Year 20 | 6 | 5 |
School District Administrator (San Francisco, California)
Age: 38 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 5/20
Statement of Opinion:
- Already having robust mental health support systems, this initiative is more of an enhancement for us.
- The challenge is ensuring smaller schools elsewhere receive sufficient attention.
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 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 8 | 8 |
High School Student (New York City, New York)
Age: 15 | Gender: male
Wellbeing Before Policy: 4
Duration of Impact: 20.0 years
Commonness: 12/20
Statement of Opinion:
- If my teachers understand the signs of mental distress, it might lead to a safer school environment.
- I've seen friends struggle and hope this leads to better support systems.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 4 |
| Year 5 | 7 | 4 |
| Year 10 | 8 | 4 |
| Year 20 | 8 | 4 |
English Teacher (Buffalo, New York)
Age: 42 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- Training in mental health recognition will help me understand my students beyond their academic struggles.
- It's a necessary step towards comprehensive support in schools.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Parent and PTA Member (Phoenix, Arizona)
Age: 36 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 8.0 years
Commonness: 14/20
Statement of Opinion:
- I support any policy that enhances mental health training for school staff.
- I'm hopeful, but also concerned about the policy's reach due to budget constraints.
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 | 7 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Retired Psychiatrist (Denver, Colorado)
Age: 60 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 9/20
Statement of Opinion:
- I see this policy as a positive development but the implementation will be key.
- The awareness it creates among school staff could ripple out to communities.
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 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 8 | 8 |
Middle School Parent and Coach (Los Angeles, California)
Age: 47 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 7.0 years
Commonness: 12/20
Statement of Opinion:
- Any increase in mental health training for teachers is welcome.
- My concern is that schools will need ongoing support to truly make an impact.
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 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 5 |
Cost Estimates
Year 1: $65000000 (Low: $50000000, High: $75000000)
Year 2: $65000000 (Low: $50000000, High: $75000000)
Year 3: $65000000 (Low: $50000000, High: $75000000)
Year 5: $65000000 (Low: $50000000, High: $75000000)
Year 10: $0 (Low: $0, High: $0)
Year 100: $0 (Low: $0, High: $0)
Key Considerations
- The focus is on the training of existing school personnel, not new hiring, which may limit cost growth.
- Costs will largely go towards materials, trainers, and the administrative logistics of setting up training programs across numerous jurisdictions.
- The program's effectiveness hinges on the uptake and proper implementation across school districts, which can vary.