Preparing for the Future Act

Bill Number

H.R. 3511

Origin Chamber

House

Congress

119th Congress, Session 1

Policy Area

Health

Status

Introduced

Latest Action

2025-05-20: Referred to the House Committee on Energy and Commerce.

Last Updated

2025-06-27T08:06:33Z

AI-Generated Summary

Purpose

The "Preparing for the Future Act" (H.R. 3511) aims to address shortages of school psychologists in underserved schools by creating a federal grant program. It incentivizes undergraduate, post-baccalaureate (non-degree programs after a bachelor's), and graduate students to pursue careers in school psychology through financial support, in exchange for a commitment to work in schools with high student needs and low mental health resources.

Key Provisions

• Grant Establishment and Funding: The Assistant Secretary for Mental Health and Substance Use (within the Department of Health and Human Services) must create a grant program providing up to $8,000 per year per eligible student, with a lifetime cap of $16,000. Grants cover tuition, fees, and potentially room and board at eligible institutions. Funding is authorized starting January 1 of the year after enactment, with amounts "as necessary" based on appropriations.

• Eligibility for Students (Eligible Recipients):
• Must be enrolled at least half-time in an eligible higher education institution offering high-quality school psychology training.
• Demonstrate academic merit via a grade point average (GPA) of at least 3.25 (or equivalent high school GPA for first-year undergrads) or a score above the 75th percentile on a relevant admissions test.
• Submit an educational plan outlining coursework, credential requirements (professional certification or license needed to work as a school psychologist), and steps to become credentialed.
• Part-time students receive prorated grants; total aid cannot exceed the school's cost of attendance (including tuition, fees, housing, etc., as defined in federal higher education law).

• Service Obligation:
• Recipients must work full-time as school psychologists for at least 4 academic years within 8 years after completing their funded studies.
• Service must occur in a "covered school": a public or nonprofit private elementary or secondary school in a low-income district (eligible for federal Title I aid under the Elementary and Secondary Education Act) where the psychologist-to-student ratio is worse than 1:500.
• Recipients must obtain a school psychologist credential and submit annual employment certifications from their school's chief administrator.
• The program includes annual notifications to recipients, a public list of covered schools, and alternatives for certification if a school closes or refuses to provide it.

• Consequences for Non-Compliance:
• Failure to meet the service obligation converts the grant to a Federal Direct Unsubsidized Stafford Loan (a type of federal student loan with interest starting immediately), repayable with interest from the grant date.
• Recipients can request reconsideration of conversion decisions (e.g., due to administrative errors or delays), potentially leading to loan discharge, reinstatement of the grant, credit report corrections, and reimbursement of payments.
• Extensions of the 8-year window are possible upon reinstatement, crediting prior service.
• "Extenuating circumstances" (defined by regulation, such as serious illness) may excuse part or all of the obligation.

• Administration and Oversight:
• Grants are paid to institutions (at least 85% in advance), which distribute to students, or directly to students if institutions fail to comply.
• Eligible institutions must provide quality training, clinical experience, financial stability, and support services like mentoring.
• Biennial reports to Congress on program outcomes, including recipient numbers, service locations, service duration, psychologist ratios, and student well-being improvements.
• A plain-language disclosure form explains the grant, service, and loan risks.

Significant Changes to Existing Law

This bill adds a new Section 554 to Part D of Title V of the Public Health Service Act (42 U.S.C. 290dd et seq.), introducing a dedicated grant program for school psychology students with service commitments. It builds on existing federal higher education frameworks (e.g., Higher Education Act definitions for eligibility and costs) but creates a novel tie between mental health workforce grants and school-based service in underserved areas. No direct prior program for school psychologists is referenced; it expands mental health initiatives without altering unrelated provisions.

Potential Impacts

• Government Agencies: The Department of Health and Human Services gains administrative responsibilities for grant distribution, eligibility verification, loan conversions (in consultation with the Department of Education), and reporting. This could increase workload and require new regulations, with costs dependent on appropriations.

• Citizens and Students: Provides financial relief for training costs, encouraging more individuals (especially from diverse or low-income backgrounds) to enter school psychology. However, the service obligation and loan risk may deter some, while non-compliance could burden participants with debt.

• Schools and Students in Underserved Areas: Aims to improve psychologist-to-student ratios (targeting below 1:500) in low-income schools, potentially enhancing mental health support, early intervention for issues like anxiety or trauma, and overall student well-being. Reports will track measurable changes, such as reduced behavioral incidents.

• International Relations: No direct impact, as the program is domestic and focused on U.S. schools.

Main Stakeholders Affected

• Students and Future School Psychologists: Primary beneficiaries through grants, but obligated to serve in specific high-need schools.
• Educational Institutions: Higher education programs in school psychology qualify for funding distribution and must meet quality standards to participate.
• K-12 Schools and Districts: Especially low-income public and nonprofit private schools eligible for Title I aid, gaining access to more psychologists to address student mental health needs.
• Government Entities: Department of Health and Human Services (administration), Department of Education (consultation on loans and eligibility), and state educational agencies (input on covered schools).
• Students in Covered Schools: Indirectly benefit from improved mental health services, potentially leading to better academic and emotional outcomes.

Notable Legal, Constitutional, or Political Implications

• Legal: Integrates with federal student aid laws by converting grants to loans under the Higher Education Act, ensuring standardized repayment terms. Provides robust reconsideration processes to prevent unfair debt, including credit report protections, which could reduce litigation over administrative errors. Regulations will define key terms like "extenuating circumstances," potentially inviting future legal challenges on fairness.

• Constitutional: No apparent issues; the program uses Congress's spending power to promote public health and education without infringing on individual rights or state authority (states consult on school designations but do not control the program).

• Political: Supports broader mental health priorities in schools post-pandemic, potentially appealing across party lines by addressing workforce shortages in education. Biennial congressional reports enable oversight, which could influence future funding or expansions. As an introduced bill (May 20, 2025, 119th Congress), its passage would signal commitment to equity in school-based mental health services.

This summary was generated by AI and may contain inaccuracies. Refer to the official source document for the authoritative text.

Sponsor

Rep. Gottheimer, Josh [D-NJ-5]

Cosponsors (2)

Rep. Friedman, Laura [D-CA-30], Del. Norton, Eleanor Holmes [D-DC-At Large]

Recent Actions

• 2025-05-20: Referred to the House Committee on Energy and Commerce.
• 2025-05-20: Introduced in House
• 2025-05-20: Introduced in House

Bill Versions

• Preparing for the Future Act — issued 2025-05-20 — PDF (24 pages)