BILL NUMBER: S7236A
SPONSOR: BROUK
 
TITLE OF BILL:
An act to amend the education law, in relation to improving student
mental health and mental health literacy in institutions of higher
education in the state, and requiring the amendment or adoption of
related protocols and policies of SUNY, CUNY and independent insti-
tutions of higher education
 
PURPOSE OR GENERAL IDEA OF BILL:
To promote policies at institutions of higher education to improve
responses to mental health needs and crises, to increase mental health
literacy on campuses, and to encourage whole health parity.
 
SUMMARY OF PROVISIONS:
Section one of the bill amends the education law by adding a new section
362, which requires the state university of New York (SUNY) schools to
review and amend protocols and policies intended to improve the mental
health of students, to improve mental health literacy among students and
staff, and to establish parity between physical and mental' health poli-
cies, whenever possible an appropriate. SUNY schools shall review, amend
and publish enrollment, re-enrollment, medical leave of absence, volun-
tary and involuntary leave and termination policies of the university,
intended to improve responses to mental health needs and crises of
students and improve suicide prevention and intervention. This section
also requires that a portion of orientation programs for new students be
devoted to mental health to enhance mental health literacy, to increase
knowledge about mental health, to increase help-seeking behavior, and to
reduce stigma.
This section also requires all full-time faculty, administrators,
athletic coaches, student-facing and support staff, as well as adjunct
professors of SUNY, on an annual basis, to undergo mental health train-
ing with a focus on identifying or recognizing signs of mental distress
among students.
Finally, this section directs SUNY and the State Education Department to
research, review, and publish model protocols and policies that may be
adopted to implement the goals of this section.
Section two of this bill adds a new section 6235 to the Education Law,
to require the same type of training and development of protocols and
policies for the City University of New York (CUNY), as would be
required for SUNY schools in section one.
Section three of the-bill adds a new section 237-a to the Education Law
to require the master plans of independent institutions of higher educa-
tion, as required by the Regents, to include protocols and policies
intended to improve the mental health of students, improve mental health
literacy among students, faculty and support staff, and establish parity
between physical and mental health. The master plans shall also review,
amend and publish enrollment, re-enrollment, medical leave of absence,
voluntary and involuntary leave and termination policies for students
experiencing mental health needs and crises; improve responses to mental
health needs and crises, improve suicide prevention and intervention
policies, and provide appropriate staff training to implement the
above-referenced protocols and policies.
Finally, independent institutions of higher education, shall review
model protocols and policies that may be developed or adopted by SONY,
CONY, or the State Education Department and consider whether to modify
or adopt for inclusion in their master plans.
Section four of the bill provides the effective date.
 
JUSTIFICATION: There is evidence of a college mental health crisis
dating back to at least 2007. Data from an April of 2022 Active' Minds
study showed a 135% increase in depression and 110% increase in anxiety
among college students between 2013 and 2021, and in 2021 60% of college
students met the criteria for one or more mental health conditions.
A March, 2023 Healthy Minds study found that 44% of college students
reported symptoms of depression, 37% reported anxiety disorders, and 15%
reported having seriously considered suicide in the past year - the
highest recorded rates in the 15-year history of the survey.
A survey of college presidents conducted by Inside Higher Ed, found that
over 90 percent of presidents reported being very or somewhat concerned
about student mental health during the COVID-19.. crisis, making it
their top concern. The American. Council on Higher Education found that
over 66 percent of all presidents are reporting an increase in the
utilization of mental health services due to COVID-19.
This crisis is not limited to college students but pervades the mental
health and wellness of the whole college, including faculty, staff and
students. More than half of college faculty report signs of professional
burnout with 40% considering leaving their current jobs as a result of
COVID changes.
There are two ways to immediately support the mental health needs of
colleges. First, targeted training is needed to raise mental health
literacy on campuses tailored to the unique needs of students, faculty
and staff. In addition, colleges need to review and whenever possible
improve their policies and practices for responding to student mental
health challenges (i.e., whole health parity). These policies include,
but are not limited to, leave of absence and return to campus policies,
as well as policies for suicide prevention, intervention and "post-ven-
tion."
 
PRIOR LEGISLATIVE HISTORY:
New Bill.
 
FISCAL IMPLICATIONS FOR STATE AND LOCAL GOVERNMENTS:
TBD.
 
EFFECTIVE DATE:
This act shall take effect immediately, except that the provisions
relating to the regents plan and university master plans pursuant to
section three of this act, shall be effective on the first date, follow-
ing the effective date of this act, when such plans are required to be
completed under section 237 of the education law.