Overview
Title
To support States and high-need local educational agencies in increasing the number of mental health services providers in schools.
ELI5 AI
H.R. 7108 wants to help more people who help kids feel better in school, especially in places where they really need it. It plans to give states and schools money to hire these helpers and make schools more friendly and welcoming.
Summary AI
H.R. 7108, known as the “Expanding Access to Mental Health Services in Schools Act of 2024,” aims to increase the number of mental health professionals available in schools across the United States. The bill proposes establishing a grant program to help states and high-need local school districts hire and retain more mental health service providers. It emphasizes recruiting providers for high-need areas, ensuring diversity, and improving school climate through evidence-based practices. The bill also requires grant recipients to contribute some matching funds and allows for grants to last up to five years, with possible extensions for an additional two years.
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AnalysisAI
Summary of the Bill
The proposed legislation, titled the "Expanding Access to Mental Health Services in Schools Act of 2024," aims to bolster mental health support within schools by increasing the number of mental health service providers. The bill seeks to achieve this through a grant program targeting high-need local educational agencies. Eligible agencies can use these grants to hire, retain, and diversify mental health professionals in schools. Additionally, the legislation outlines definitions for terms used throughout and mandates that any financial assistance provided should match at least 25% with non-federal funds. The bill authorizes an unspecified amount of funding to be allocated from the fiscal year 2025 to 2029.
Summary of Significant Issues
The bill presents several important issues, chief among them the broad definition of what constitutes an "eligible agency." This may unintentionally favor larger educational agencies that are more connected, potentially impacting equitable access to funds. A 25% non-federal matching funds requirement could also disproportionately disadvantage the very high-need agencies the bill aims to support, as they might struggle to meet this requirement.
Another concern is the open-ended authorization for appropriations, which does not establish a specific budget, potentially leading to excessive or unchecked spending. The bill's reliance on references to other legislative documents can make it challenging for readers unfamiliar with those references to fully understand its implications, reducing transparency.
Impact on the Public
If implemented effectively, this bill could significantly enhance the mental health support available in schools, helping students with mental health challenges receive timely and professional assistance. Increased mental health resources in the educational setting have the potential to improve students' overall well-being and academic performance.
Conversely, if the issues identified in the bill—such as funding inequities and potential overspending—are not addressed, the legislation could lead to inefficient use of resources or uneven distribution of support. This could result in certain schools or districts not receiving the necessary level of aid despite being labeled as high-need.
Impact on Specific Stakeholders
Students and Schools: The primary beneficiaries of this bill would be students, as they would have greater access to mental health services, potentially improving their educational experience and outcomes. Schools, particularly those identified as high-need, would benefit from an influx of resources directed toward mental health services.
Local Educational Agencies: While many agencies might gain directly from this bill, those unable to meet the non-federal matching funds requirement could be left out, limiting the reach of this legislation.
Mental Health Professionals: The bill could create job opportunities for mental health professionals, with a focus on diverse hiring practices. This could lead to a more varied environment of mental health professionals within the educational system, providing students with a broader range of perspectives and support options.
Taxpayers and Government Budget: Taxpayers and the government budget could be impacted depending on how funding is allocated and managed. The lack of strict appropriations could result in higher costs than anticipated, potentially affecting other budget areas or requiring increased spending.
Overall, while the bill holds promise for improving mental health support in schools, careful attention to its provisions and potential pitfalls is necessary to maximize positive outcomes and minimize drawbacks.
Issues
The broad definition of 'eligible agency' may favor larger and more connected educational agencies over smaller or less connected ones, potentially leading to inequitable allocation of grants. This issue is outlined in Section 3.
The requirement for eligible agencies to provide a 25% non-Federal match may disproportionately exclude high-need local educational agencies that lack sufficient funding, potentially undermining the bill's intent to aid those most in need. This concern is mentioned in Section 4.
The authorization of appropriations to be 'such sums as may be necessary' could lead to excessive or unchecked spending, raising concerns about financial oversight and management. This issue is noted in Section 4.
The bill references other legislative documents (e.g., ESEA, ISDA) without providing the necessary context or definitions directly in the text, which may confuse readers unfamiliar with these references and make the bill less transparent. This concern is cross-referenced in Section 3 and Section 5.
There is a lack of concrete metrics or criteria for determining 'sufficient size and scope' of grants, potentially leading to inconsistent grant distribution. This issue is highlighted in Section 4.
Ambiguity in how 'relative need' for allocations to outlying areas will be determined introduces potential for misinterpretation or selective application, possibly affecting equitable funding distribution. This issue is part of Section 4.
The provision for disaggregating data is relaxed when there are concerns about personal identification or unreliable statistics, which could limit transparency and accountability in assessing program impact. This issue is found in Section 4.
Sections
Sections are presented as they are annotated in the original legislative text. Any missing headers, numbers, or non-consecutive order is due to the original text.
1. Short title; table of contents Read Opens in new tab
Summary AI
This part of the bill is titled the "Expanding Access to Mental Health Services in Schools Act of 2024." It includes the main sections of the bill, such as its purposes, definitions, details about a grant program for mental health services in schools, and a rule.
2. Purposes Read Opens in new tab
Summary AI
The purpose of this Act is to increase the number of mental health services available in schools by having more providers.
3. Definitions Read Opens in new tab
Summary AI
The section provides definitions for key terms used in the bill, including what constitutes an "eligible agency," a "high-need local educational agency," and a "school-based mental health services provider." It also refers to existing definitions in the Elementary and Secondary Education Act of 1965 and the Federally Recognized Indian Tribe List Act.
4. School-based mental health services grant program Read Opens in new tab
Summary AI
The section establishes a grant program aimed at increasing the number of mental health professionals in schools, particularly in areas with high needs. Grants, which can last up to five years and may be renewed for an additional two years, will be awarded to eligible agencies to hire, retain, and diversify mental health service providers in high-need schools, and must be matched by at least 25% of non-Federal funds, while ensuring these funds supplement existing ones, not replace them.
5. Rule Read Opens in new tab
Summary AI
The requirements stated in Section 4001 of the Elementary and Secondary Education Act of 1965 apply to any state or local educational agency or any other group that gets a grant or subgrant through this Act, just like they would for any group receiving an award under Title IV of the same Act.