Supporting the Mental Health of Educators and Staff Act of 2025
- Bill Number
- H.R. 4120
- Origin Chamber
- House
- Congress
- 119th Congress, Session 1
- Policy Area
- Education
- Status
- Introduced
- Latest Action
- 2025-06-25: Referred to the Committee on Energy and Commerce, and in addition to the Committee on Education and Workforce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
- Last Updated
- 2026-02-25T09:06:23Z
AI-Generated Summary
Purpose
The Supporting the Mental Health of Educators and Staff Act of 2025 aims to improve the behavioral health and well-being of education professionals (such as teachers) and other school staff by promoting mental health, preventing suicide and substance use disorders, reducing stigma around seeking help, and providing training and support programs. It focuses on evidence-based strategies to build resiliency in the education workforce.
Key Provisions
- Dissemination of Best Practices (Sec. 2): Within two years of enactment, the Secretary of Health and Human Services (HHS), in consultation with the Secretary of Education, must identify and share proven or promising practices for preventing suicide, enhancing mental health and resiliency, and training school staff on self-support strategies.
- National Education and Awareness Initiative (Sec. 3): HHS must launch a nationwide campaign, developed with input from medical experts, to encourage school staff to seek mental health or substance use treatment, recognize suicide and mental health risks, respond effectively, and combat stigma. A report on the initiative's activities and results (using measurable data) must be submitted to Congress within two years. Funding: $10 million authorized annually for fiscal years 2026–2028.
- Grants for Mental Health Programs (Sec. 4): Amends the Public Health Service Act to add a new section authorizing HHS to award grants or contracts to state educational agencies (SEAs), local educational agencies (LEAs, like school districts), institutions of higher education (IHEs, such as colleges), or their partnerships. Funds can support:
- New or improved awareness efforts on risks for suicide, mental health, or substance use disorders.
- Programs to prevent suicide and boost resiliency.
- Peer-support networks among staff.
- Access to mental health care, including telehealth (remote services) or referrals to licensed professionals.
Priority goes to high-need areas, such as schools serving low-income students under Title I of the Elementary and Secondary Education Act. Separate grants fund training in educator preparation and professional development programs to address mental health and substance use. Grants last three years, require applications and annual reports. Funding: $35 million authorized annually for fiscal years 2026–2028.
- Review of Mental Health and Resiliency (Sec. 5): Within two years, HHS must conduct a review, with stakeholder input, on improving school staff mental health and evaluating programs under this Act. A report to Congress will cover prevalence of conditions, barriers to care, COVID-19's impacts and lessons, effective programs/policies, and training outcomes. It includes recommendations for best practices, barrier removal, and resiliency strategies.
- Government Accountability Office (GAO) Report (Sec. 6): Within four years, the GAO must report to Congress on how existing federal mental health and substance use grants address issues among school staff, including data analysis and checks for overlapping goals among programs.
Significant Changes to Existing Law
This bill amends Subpart 1 of Part E of Title VII of the Public Health Service Act (which deals with health workforce development) by adding a new section (764B) specifically targeting mental health support for the education workforce. It redesignates an existing section for clarity and introduces dedicated grant programs, training requirements, and reporting mechanisms not previously focused on educators and school staff. No other major overhauls to existing laws are made.
Potential Impacts
- Government Agencies: HHS and the Department of Education will need to collaborate on implementation, including developing materials, awarding grants, and conducting reviews, potentially increasing administrative workload but also expanding public health outreach. The GAO report could lead to streamlined federal programs.
- Citizens: Education professionals and school staff may gain better access to mental health resources, training, and peer support, potentially reducing burnout, suicide risks, and substance use issues. Schools in underserved areas (e.g., low-income districts) could see prioritized benefits, improving overall workforce stability and student environments.
- International Relations: No direct impacts, as the bill is domestic-focused on U.S. education and health systems.
Main Stakeholders Affected
- Education Professionals and School Staff: Primary beneficiaries, including teachers, administrators, and support personnel who may receive direct services, training, and awareness resources.
- Educational Entities: SEAs, LEAs, and IHEs eligible for grants to implement programs.
- Government Bodies: HHS (leads implementation), Department of Education (consults), and Congress (receives reports); GAO conducts oversight.
- Other Groups: Medical associations and nonprofits involved in consultations; students and families indirectly benefit from a healthier school workforce.
Notable Legal, Constitutional, or Political Implications
- Legal: The bill authorizes new spending without mandating it, relying on congressional appropriations; it emphasizes evidence-based practices to ensure accountability. Telehealth provisions align with existing federal expansions under laws like the SUPPORT Act but extend them to educators.
- Constitutional: No apparent conflicts; it supports the federal role in public health and education under the General Welfare Clause, without infringing on state or individual rights.
- Political: Bipartisan sponsorship (Democrats and Republicans) suggests broad support for addressing educator mental health post-COVID. It could influence future workforce policies but raises questions about long-term funding sustainability and program evaluation effectiveness.
This summary was generated by AI and may contain inaccuracies. Refer to the official source document for the authoritative text.
Sponsor
Rep. Bonamici, Suzanne [D-OR-1]
Cosponsors (5)
Rep. Fitzpatrick, Brian K. [R-PA-1], Rep. Dingell, Debbie [D-MI-6], Rep. Bacon, Don [R-NE-2], Rep. Nunn, Zachary [R-IA-3], Rep. Craig, Angie [D-MN-2]
Recent Actions
- 2025-06-25: Referred to the Committee on Energy and Commerce, and in addition to the Committee on Education and Workforce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
- 2025-06-25: Referred to the Committee on Energy and Commerce, and in addition to the Committee on Education and Workforce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
- 2025-06-25: Introduced in House
- 2025-06-25: Introduced in House
Bill Versions
- Supporting the Mental Health of Educators and Staff Act of 2025 — issued 2025-06-25 — PDF (10 pages)