Bill Overview
Title: Enhancing Mental Health and Suicide Prevention Through Campus Planning Act
Description: This bill requires the Department of Education to encourage institutions of higher education to develop and implement comprehensive campus mental health and suicide prevention plans.
Sponsors: Sen. Blumenthal, Richard [D-CT]
Target Audience
Population: Individuals at institutions of higher education
Estimated Size: 25000000
- The bill specifically targets institutions of higher education.
- It aims to enhance mental health and suicide prevention, which primarily affects students, faculty, and staff at these institutions.
- There are approximately 20,000 institutions of higher education worldwide, serving over 150 million students.
- Faculty and staff at these institutions could also be impacted by mental health initiatives.
- Mental health and suicide prevention programs are aimed at a broad segment of the population, including those already experiencing mental health challenges.
Reasoning
- The policy primarily targets students, faculty, and staff at institutions of higher education with comprehensive mental health and suicide prevention plans.
- The implementation budget suggests a focus on initiatives that can be sustained over a decade, impacting wellbeing over the years.
- Given the large target population of approximately 25 million in the U.S., not all individuals will experience significant changes, so a variety of low to medium impacts should be reflected.
- The policy aims to improve mental health support, which is likely to positively affect self-reported wellbeing, particularly for those already facing mental health challenges.
- A diverse set of perspectives, including those of students, long-term staff, and recent graduates, provides a comprehensive view of how different groups may experience the policy's impact.
Simulated Interviews
Student (California)
Age: 20 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 8/20
Statement of Opinion:
- I think having better mental health resources on campus would really help students like myself who need quick access to counselors.
- The policy seems promising but I hope they implement it soon, because the current wait times are long and that can be really hard when you're in crisis.
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 |
Assistant Professor (New York)
Age: 32 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 6/20
Statement of Opinion:
- The stress of managing research and teaching, especially without substantial mental health support, is intense.
- It’s crucial for faculty to have access to mental health resources too; this policy should cover everyone on campus.
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 |
Graduate Student (Texas)
Age: 22 | Gender: other
Wellbeing Before Policy: 4
Duration of Impact: 5.0 years
Commonness: 5/20
Statement of Opinion:
- Mental health support has been crucial for me; having more dedicated plans can make a big difference.
- I hope the policy also considers the specific needs of LGBT students who face unique challenges.
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 | 8 | 4 |
| Year 10 | 8 | 4 |
| Year 20 | 6 | 4 |
Campus Counselor (Florida)
Age: 29 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 7.0 years
Commonness: 3/20
Statement of Opinion:
- This policy can potentially reduce our workload by having more structured programs and increased funding.
- I'm hopeful it will attract more mental health professionals to our team, which is much needed.
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 | 6 |
Recent Graduate (Ohio)
Age: 24 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 2.0 years
Commonness: 4/20
Statement of Opinion:
- This kind of policy would have been beneficial during my time as a student, especially with the added stress of graduating during the pandemic.
- If mental health resources improved significantly, it could positively affect new graduates transitioning into the workforce.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 5 |
Senior Lecturer (Massachusetts)
Age: 45 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 5/20
Statement of Opinion:
- Better mental health resources would indirectly benefit faculty by creating a more supportive environment for students.
- Faculty should be involved in the planning to make sure the initiatives are well-informed.
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 | 7 | 7 |
Adjunct Faculty (Illinois)
Age: 28 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 8.0 years
Commonness: 6/20
Statement of Opinion:
- Any policy that supports mental health will help adjuncts as we also face high stress and uncertainty in our jobs.
- I hope this leads to a discussion of broader issues like job security for faculty.
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 | 7 | 5 |
| Year 20 | 6 | 5 |
Freshman (North Carolina)
Age: 19 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 4.0 years
Commonness: 8/20
Statement of Opinion:
- It’s crucial to have someone to talk to, and a good plan would help students like me who are new and feeling overwhelmed.
- I appreciate any initiative that reduces the stigma around seeking help.
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 |
Campus Security (Michigan)
Age: 38 | Gender: other
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- Enhanced mental health services on campuses could reduce the number and severity of crises that we handle.
- It's important for security personnel to also have training and support related to mental health issues.
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 |
Graduate Assistant (Washington)
Age: 26 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 7.0 years
Commonness: 5/20
Statement of Opinion:
- Access to mental health resources is just as important as academic resources for graduate students.
- I hope the policy will also consider the stress unique to those of us in demanding academic roles.
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 |
Cost Estimates
Year 1: $50000000 (Low: $30000000, High: $70000000)
Year 2: $55000000 (Low: $33000000, High: $77000000)
Year 3: $60000000 (Low: $36000000, High: $84000000)
Year 5: $70000000 (Low: $42000000, High: $98000000)
Year 10: $100000000 (Low: $60000000, High: $140000000)
Year 100: $500000000 (Low: $300000000, High: $700000000)
Key Considerations
- The ability of institutions to effectively implement the guidelines may vary widely based on their resources.
- Measuring the effectiveness of mental health programs involves qualitative and quantitative assessments.
- Coordination with healthcare providers and local resources can enhance the impact of campus mental health plans.