Increasing Access to Mental Health in Schools Act

Bill Number

H.R. 6131

Origin Chamber

House

Congress

119th Congress, Session 1

Policy Area

Education

Status

Introduced

Latest Action

2025-11-19: Referred to the House Committee on Education and Workforce.

Last Updated

2026-02-24T09:05:47Z

AI-Generated Summary

Purpose of the Legislation

The "Increasing Access to Mental Health in Schools Act" (H.R. 6131) aims to boost the number of trained mental health professionals—such as school counselors, social workers, and psychologists—in schools serving low-income communities. It does this by funding partnerships between schools and universities to train and place these providers, and by offering loan repayment to encourage them to stay in these roles. The goal is to improve student mental health support, especially for at-risk youth, and help schools meet recommended staffing ratios (e.g., one counselor per 250 students).

Key Provisions

• Definitions: Establishes clear terms, including "low-income local educational agency" (LEA) as a public school district where at least 20% of students are from low-income families and staffing ratios for mental health providers are below recommended levels (e.g., no more than one counselor per 275 students). Other terms cover eligible graduate programs in school psychology, counseling, social work, or related fields; partnerships between LEAs and universities; and "best practices" as proven methods from research.

• Grant Program (Section 3):
• Authorizes the Secretary of Education to award competitive 5-year grants (renewable) to partnerships between low-income LEAs and accredited graduate institutions.
• Applications must include assessments of current staffing shortages and plans for "pipeline programs" to train, place, and retain providers.
• A peer review panel (with experts like faculty, school practitioners, and administrators) evaluates applications and advises the Secretary.
• Awards prioritize partnerships in high-need areas (e.g., schools with many low-income or low-achieving students) and those from different states (first five grants to five states).
• Uses of funds include:
• Covering costs for placing graduate students in schools for internships or training.
• Paying salaries for new graduates for up to three years.
• Recruiting diverse (culturally or linguistically underrepresented) students and hiring faculty.
• Developing coursework on supporting vulnerable students (e.g., homeless youth, English learners, foster children, or those affected by trauma or military deployment).
• Providing tuition credits or other activities to build commitment to low-income schools.
• Funds must supplement, not replace, existing budgets.
• Requires annual reports on progress (e.g., placement rates, student outcomes) and evaluations; the Secretary reserves up to 3% of funds for assessments.
• Authorizes $200 million annually starting in fiscal year 2026.

• Student Loan Repayment Program (Section 4):
• Provides repayment for federal student loans (e.g., Stafford, Perkins) to school-based mental health providers working in low-income LEAs.
• Eligible individuals (recent graduates or mid-career switchers) must commit to five consecutive years of employment.
• Payments: 1/5 of loan balance per year for the first four years, remainder in year five; total cap of $200,000 per person.
• No repayment required if the full term isn't completed, as long as partial service is in good faith.
• Allows "double benefits" with public service loan forgiveness; maintains a directory of qualifying LEAs.
• Authorizes necessary funding.

• Future Designation Study (Section 5):
• Directs the Secretary to study and develop a formula for identifying regions with shortages of school mental health providers, based on factors like child poverty, crime rates, special education needs, and military family presence.
• Requires a report to Congress within two years.

Significant Changes to Existing Law

This bill introduces new federal programs not previously authorized in this specific form. It builds on the Elementary and Secondary Education Act (ESEA) by defining and funding school-based mental health roles more explicitly, but adds:

• A dedicated grant program for university-LEA partnerships focused on pipelines for mental health providers.
• A targeted loan repayment incentive tied to low-income schools, expanding beyond general public service options.
• A data-driven study for future shortage designations, which could influence broader education and health funding formulas under laws like ESEA or the Individuals with Disabilities Education Act.

No direct amendments to existing statutes are specified; instead, it creates standalone mechanisms to address gaps in mental health staffing.

Potential Impacts

• Government Agencies: The Department of Education gains new administrative duties (e.g., grant awards, evaluations, loan repayments, and a shortage study), potentially increasing workload and requiring coordination with state agencies. Authorizations could strain budgets if not fully funded by Congress.
• Citizens: Low-income students, especially vulnerable groups (e.g., homeless, foster, or trauma-affected youth), may gain better access to mental health support in schools, potentially improving academic outcomes, emotional well-being, and equity. Graduate students and early-career providers benefit from training opportunities and debt relief, encouraging careers in underserved areas.
• International Relations: No direct impacts; the bill is domestic-focused on U.S. public schools.

Main Stakeholders Affected

• Low-Income Local Educational Agencies (LEAs): Public school districts in high-poverty areas, including Bureau of Indian Education schools, gain resources to hire and retain mental health staff.
• Graduate Institutions and Students: Universities offering relevant programs partner for training; students receive placements, tuition aid, and loan relief, particularly those from underrepresented backgrounds.
• School-Based Mental Health Providers: Counselors, psychologists, and social workers get incentives to work in needy schools, with pathways for recruitment and professional development.
• Students and Families: Especially low-income, at-risk children (e.g., English learners, military dependents, justice-involved youth) in participating schools benefit from increased support services.
• Educators and Administrators: Teachers and school leaders in low-income districts receive indirect aid through better student mental health resources and training.
• Broader Community: Mental health organizations and peer experts contribute to reviews and best practices.

Notable Legal, Constitutional, or Political Implications

• Legal: Aligns with federal education laws (e.g., ESEA) by promoting equitable access to support services without mandating state changes. Includes safeguards like peer review for transparency and no "supplant" rule to prevent fund diversion. Loan repayment avoids penalties for partial service, reducing legal disputes.
• Constitutional: Supports the principle of equal educational opportunity under the 14th Amendment by targeting underserved, low-income areas, potentially reducing disparities in public school resources without infringing on state authority (LEAs remain locally controlled).
• Political: Bipartisan sponsorship (introduced by a diverse group of House members) signals broad support for mental health in education post-pandemic. Authorizes significant funding ($200 million/year for grants), which could spark debates on federal spending priorities, but emphasizes evidence-based practices and evaluations for accountability. The shortage study may inform future policies on workforce shortages.

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

Sponsor

Rep. Chu, Judy [D-CA-28]

Cosponsors (31)

Rep. Fitzpatrick, Brian K. [R-PA-1], Rep. Bacon, Don [R-NE-2], Rep. Brown, Shontel M. [D-OH-11], Rep. Cherfilus-McCormick, Sheila [D-FL-20], Rep. Craig, Angie [D-MN-2], Rep. Dean, Madeleine [D-PA-4], Rep. DeLauro, Rosa L. [D-CT-3], Rep. DeSaulnier, Mark [D-CA-10], Rep. Evans, Dwight [D-PA-3], Rep. García, Jesús G. "Chuy" [D-IL-4], Rep. Gottheimer, Josh [D-NJ-5], Rep. Krishnamoorthi, Raja [D-IL-8], Rep. Lynch, Stephen F. [D-MA-8], Rep. McClain Delaney, April [D-MD-6], Rep. McClellan, Jennifer L. [D-VA-4], Rep. Menendez, Robert [D-NJ-8], Del. Norton, Eleanor Holmes [D-DC-At Large], Rep. Panetta, Jimmy [D-CA-19], Rep. Pingree, Chellie [D-ME-1], Rep. Ramirez, Delia C. [D-IL-3], Rep. Sorensen, Eric [D-IL-17], Rep. Soto, Darren [D-FL-9], Rep. Strickland, Marilyn [D-WA-10], Rep. Thanedar, Shri [D-MI-13], Rep. Thompson, Bennie G. [D-MS-2], Rep. Tokuda, Jill N. [D-HI-2], Rep. Whitesides, George [D-CA-27], Rep. Bishop, Sanford D. [D-GA-2], Rescom. Hernández, Pablo Jose [D-PR-At Large], Rep. Harder, Josh [D-CA-9], Rep. Green, Al [D-TX-9]

Recent Actions

• 2025-11-19: Referred to the House Committee on Education and Workforce.
• 2025-11-19: Introduced in House
• 2025-11-19: Introduced in House

Bill Versions

• Increasing Access to Mental Health in Schools Act — issued 2025-11-19 — PDF (28 pages)