Mental Health Excellence in Schools Act
- Bill Number
- S. 1895
- Origin Chamber
- Senate
- Congress
- 119th Congress, Session 1
- Policy Area
- Education
- Status
- Introduced
- Latest Action
- 2025-05-22: Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
- Last Updated
- 2025-06-13T13:41:13Z
AI-Generated Summary
Purpose
The Mental Health Excellence in Schools Act aims to address shortages in school-based mental health services by creating a federal program that subsidizes graduate education for students training to become school psychologists, counselors, social workers, or other mental health providers. It promotes recruitment and retention through public-private partnerships, matching institutional contributions to reduce student costs and encourage service in schools.
Key Provisions
- Program Establishment: The Secretary of Education authorizes the "Mental Health Excellence in Schools Program," allowing eligible graduate institutions (those offering accredited programs in school psychology, counseling, social work, or related fields leading to state licensure) to partner with the federal government.
- Matching Contributions: Institutions agree to cover part of a student's cost of attendance (defined as tuition, fees, and living expenses under existing federal law). The Secretary matches up to 50% of that amount, with caps on per-student and annual totals set in agreements.
- Student Selection and Prioritization: Institutions must prioritize students who, as undergraduates, received Federal Pell Grants (need-based aid for low-income students) or attended historically Black colleges, tribal colleges, or other minority-serving institutions.
- Outreach and Transparency: The Department of Education must publicize participating institutions online and conduct outreach to eligible students. Institutions submit annual reports on program metrics, such as students served, tuition coverage, and employment outcomes.
- Evaluation and Reporting: An interim report to Congress is required after two years, followed by an independent national evaluation after four years, including recommendations for improvements.
- Funding: Authorizes $20 million for fiscal year 2026, $30 million for 2027, and $50 million annually for 2028–2030.
Significant Changes to Existing Law
This bill introduces a new standalone program without directly amending prior laws like the Higher Education Act of 1965 or the Elementary and Secondary Education Act. It builds on existing definitions (e.g., for cost of attendance and Pell Grants) but creates a novel matching grant mechanism to expand the school mental health workforce, which was not previously funded at this scale or structure.
Potential Impacts
- Government Agencies: The Department of Education gains administrative responsibilities for agreements, outreach, monitoring, and evaluations, potentially increasing workload but supported by dedicated appropriations.
- Citizens: Students in mental health graduate programs benefit from reduced financial barriers, leading to more diverse entrants (e.g., from low-income or minority backgrounds) and potentially higher graduation and employment rates in schools. Schools and students nationwide could see improved access to mental health services, addressing youth mental health needs.
- International Relations: No direct impacts, as the bill focuses on domestic education and health policy.
Main Stakeholders Affected
- Students and Trainees: Participating graduate students in school-based mental health fields, especially those from underserved backgrounds, who receive subsidized education.
- Educational Institutions: Eligible graduate schools that partner in the program, gaining federal matching funds but requiring administrative compliance.
- Schools and Educators: Public schools, which may recruit more qualified mental health providers, enhancing support for student well-being.
- Federal Government: The Department of Education (implementation) and Congress (oversight via reports).
- Communities: Low-income and minority-serving communities, through prioritized outreach and a bolstered workforce serving diverse student populations.
Notable Legal, Constitutional, or Political Implications
- Legal: The program aligns with federal authority over education funding under the Spending Clause of the Constitution, using voluntary partnerships without mandates. It incorporates existing legal definitions to ensure compliance with accreditation and licensure standards, minimizing disputes.
- Constitutional: No apparent challenges; it promotes equal access to education without infringing on state rights, as participation is optional for institutions.
- Political: Highlights bipartisan support (introduced by senators from both parties) for addressing the youth mental health crisis post-pandemic. It could influence future education budgets by demonstrating a model for workforce development in high-need areas, though funding levels depend on congressional appropriations.
This summary was generated by AI and may contain inaccuracies. Refer to the official source document for the authoritative text.
Sponsor
Cosponsors (2)
Sen. Shaheen, Jeanne [D-NH], Sen. Cramer, Kevin [R-ND]
Recent Actions
- 2025-05-22: Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
- 2025-05-22: Introduced in Senate
Bill Versions
- Mental Health Excellence in Schools Act — issued 2025-05-22 — PDF (8 pages)