Expanding Access to Mental Health Services in Schools Act of 2025
- Sponsor
- Rep. DeLauro, Rosa L. [D-CT-3]
- Committees
- Education and Workforce Committee (primary)
- Last action
- Jun 30, 2025
Bottom line
The bill aims to increase the number of mental health professionals in underserved schools through a targeted federal grant program with a matching requirement.
What it actually does
This bill establishes a competitive grant program to help states and high-need local educational agencies (LEAs) recruit, hire, retain, and diversify school-based mental health services providers. It defines 'high-need' based on student poverty levels and existing student-to-provider ratios, ensuring funds are directed to areas with the greatest shortages. Funds can be used for direct hiring, salary stipends, relocation benefits, student loan repayment, and professional development for these providers.
Proponents argue
Supporters argue that this bill directly addresses the growing mental health crisis among students by increasing access to essential services in schools. They contend that by focusing on high-need areas and offering incentives like loan repayment, the bill will effectively attract and retain qualified professionals, improving student well-being and academic outcomes. The matching requirement is seen as fostering local commitment and shared responsibility.
Opponents contend
Critics might argue that while the goal is laudable, a federal grant program with a matching requirement may not be the most efficient or equitable solution. Concerns could be raised that the matching funds requirement could disproportionately burden the very high-need agencies that struggle with resources, potentially limiting their ability to participate. Additionally, some may question the long-term sustainability of positions funded by grants once the grant period ends, or prefer more direct state-level funding mechanisms.
The bill is relatively short and clearly structured, making it accessible for an informed reader to evaluate its core provisions within a reasonable timeframe.
Sec. 4(b)
Authorization of School-Based Mental Health Services Grant Program
This provision authorizes the Secretary of Education to award competitive grants to eligible agencies (high-need local educational agencies, educational service agencies, or State educational agencies) to increase the number of school-based mental health services providers. The grants are for a period of up to 5 years, with a possible 2-year renewal, and prioritize geographically diverse areas, including urban, suburban, and rural settings.
Supporters argue
Supporters argue this program is crucial for addressing the national shortage of school-based mental health professionals, particularly in underserved communities. The competitive nature ensures that funds go to agencies with well-developed plans, while the duration allows for sustained impact.
Critics contend
Critics might express concerns about the administrative burden of competitive grants for already stretched LEAs, or argue that a formula-based allocation might better ensure equitable distribution to all eligible high-need areas without requiring extensive application processes.
Tradeoffs
The bill balances the desire to target resources effectively through competition with the need to ensure broad geographic reach and support for the most underserved areas.
Sec. 3(3)
Definition of 'High-Need Local Educational Agency'
This section defines a 'high-need local educational agency' as one that is among the highest 15 percent in the state for children counted under Title I-A (indicating high poverty) AND does not meet at least two of the following ratios: 1 school counselor per 250 students, 1 school psychologist per 500 students, or 1 school social worker per 250 students. This dual criteria ensures funds target both high-poverty and underserved areas.
Sec. 4(d)
Permissible Uses of Grant Funds
Eligible agencies receiving grants can use the funds for various activities aimed at increasing mental health providers. These include directly hiring school-based mental health services providers, implementing evidence-based practices to improve school climate, and offering recruitment strategies like salary stipends, relocation benefits, student loan repayment, or other financial incentives. Funds can also be used for retention strategies such as ongoing professional development, induction, mentorship, or peer support.
Sec. 4(e)(1)
Non-Federal Matching Fund Requirement
This provision mandates that eligible agencies receiving a grant must contribute non-Federal matching funds equivalent to at least 25 percent of the total project budget. This means that for every dollar of federal grant money received, the local or state agency must provide at least 25 cents from non-federal sources.
This clause specifies that the disaggregation of data, which is generally required for reporting, is not necessary when the number of individuals is too small to yield statistically reliable information or if it would reveal personally identifiable information about an individual.
Sec. 4(e)(3)
Why it matters:This is standard legislative practice to protect individual privacy and ensure data integrity. It prevents the inadvertent disclosure of sensitive information in small populations and avoids drawing unreliable conclusions from insufficient data sets.
Case for: Protects the privacy of students and providers in small demographic groups or small schools, and ensures that reported data is statistically sound, preventing misinterpretation or misuse of limited information.
Case against: Could limit the ability of researchers and policymakers to understand the specific impacts of the program on very small or niche demographic groups, potentially obscuring disparities or unique needs within those populations.
Estimated impact: Minor impact on the overall scope of data collection, but significant for privacy and data reliability in specific, small-scale contexts.