BILL NUMBER: S1008
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 SPECIFIC PROVISIONS:
Section 1 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 policies,
whenever possible an appropriate. SUNY schools shall review, amend and
publish enrollment, re-enrollment, medical leave of absence, voluntary
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 2 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 1.
Section 3 adds a new section 237-a to the Education Law to require the
master plans of independent institutions of higher education, as
required by the regents, to include protocols and policies intended to
improve the mental health of students, mental health literacy among
students, faculty and support staff, and establish parity between phys-
ical 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 SUNY,
CUNY, or the State Education Department and consider whether to modify
or adopt for inclusion in their master plans.
Section 4 sets 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."
 
LEGISATIVE HISTORY:
2023: S7236 Referred to Higher Education.
2024: S7236A Amended and recommitted to Higher Education.
 
FISCAL IMPLICATIONS:
To be determined.
 
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.