Elementary and Secondary School Counseling Act
- Sponsor
- Rep. Mannion, John W. [D-NY-22]
- Committees
- Education and Workforce Committee (primary)
- Last action
- May 21, 2026
Bottom line
This bill aims to significantly increase the number of mental health professionals in high-need public schools across the United States through a new federal grant program with state matching requirements.
What it actually does
H.R. 8979 establishes a federal grant program, administered by the Secretary of Education, to help States award competitive subgrants to local educational agencies (LEAs). These subgrants are specifically designed to recruit and retain school-based mental health services providers in high-need elementary and secondary schools, with the explicit goal of meeting recommended student-to-provider ratios for counselors, psychologists, and social workers. States must provide a 20% matching fund contribution.
Proponents argue
Supporters argue that the bill directly addresses the growing mental health crisis among youth by ensuring schools, particularly those with high needs, have adequate access to essential mental health services. They point to findings that early intervention is crucial and that school-based services increase access to care, potentially reducing dropout rates and juvenile justice involvement.
Opponents contend
Critics might argue that while the goal is laudable, the proposed funding mechanism could lead to administrative burdens for states and LEAs, or that the federal government is overstepping into areas traditionally managed by state and local authorities. Concerns could also be raised about the long-term sustainability of funding or the availability of qualified professionals to fill the newly created positions.
The bill is relatively short and clearly written, making it accessible for an informed reader to understand its provisions within a reasonable timeframe.
Section 1
Short Title
This section designates the official short title of the Act as the "Elementary and Secondary School Counseling Act." This is the name by which the bill would be commonly known and referred to if it were enacted into law.
Supporters argue
Supporters argue that a clear and concise short title helps in public discourse and legislative referencing, making the bill's purpose easily identifiable.
Critics contend
No specific opposition is typically raised against short title provisions as they are procedural.
Tradeoffs
None.
Section 2
Congressional Findings on Youth Mental Health
This section outlines Congress's understanding of the current state of youth mental health, citing statistics on diagnoses, anxiety, depression, the early onset of mental illness, and the disproportionate involvement of youth with mental illness in the juvenile justice system. It also highlights the effectiveness of school-based mental health services and recommended student-to-provider ratios.
Section 3
Key Definitions
This section defines critical terms used throughout the Act, such as "high-need school," "outlying area," and "school-based mental health services provider." Notably, "school-based mental health services provider" is broadly defined to include licensed or certified school counselors, psychologists, social workers, community-based mental health provider organizations, and other qualified mental health professionals.
Section 4
Federal Grant Program for School Mental Health Staffing
This section establishes the core mechanism of the bill: a federal grant program. The Secretary of Education awards grants to States based on a formula tied to Title I funding, with a small State minimum. States then award competitive subgrants to local educational agencies (LEAs) to recruit and retain school-based mental health services providers in high-need schools. The goal is to help these schools meet recommended student-to-provider ratios (250:1 for counselors/social workers, 500:1 for psychologists). States must provide a 20% match.
Section 4(g)
Accountability and Reporting Requirements
This subsection mandates annual reporting from local educational agencies to their respective States, detailing activities, the number of providers supported by the subgrant, and student-to-provider ratios in assisted high-need schools. States, in turn, must report annually to the Secretary of Education on progress toward meeting recommended ratios and overall provider ratios in assisted schools. The Secretary must then submit these reports to Congress and make them publicly available.
Section 5
Authorization of Appropriations
This section authorizes the appropriation of $5,000,000,000 for fiscal year 2027 to carry out the Act, and "such sums as may be necessary" for each succeeding fiscal year. This means Congress *can* appropriate these amounts, but it does not guarantee the funding will be provided.
This subsection reserves one-half of 1 percent of the total appropriation for the Secretary of the Interior for activities in schools operated or funded by the Bureau of Indian Education, and another one-half of 1 percent for outlying areas.
Section 4(a)(1)
Why it matters:This is standard legislative practice for ensuring specific populations and territories receive dedicated funding without being subject to the general state formula. It is not evasive.
Case for: Supporters argue this ensures equitable access to mental health services for students in Bureau of Indian Education schools and outlying areas, recognizing their unique needs and often limited resources.
Case against: No specific opposition is typically raised against these types of carve-outs, as they address specific equity concerns.
Estimated impact: Represents 1% of the total authorized appropriation (e.g., $50 million out of $5 billion in FY2027) allocated to specific, often underserved, populations.