117 HR 9475 IH: Teacher and Educator Access to Crucial Health and Wellness Act of 2022
U.S. House of Representatives
2022-12-08
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I
117th CONGRESS
2d Session
H. R. 9475
IN THE HOUSE OF REPRESENTATIVES
December 8, 2022
Mrs. Kirkpatrick (for herself, Ms. Adams, Mr. Evans, Ms. Jacobs of California, Mr. Kildee, Ms. Kuster, Mr. Lynch, Ms. Norton, Mr. Peters, Ms. Porter, Mr. Thompson of Mississippi, Ms. Titus, Mr. Trone, and Ms. Wilson of Florida) introduced the following bill; which was referred to the Committee on Education and Labor, and in addition to the Committee on Energy and Commerce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned
A BILL
To direct the Secretary of Health and Human Services, in consultation of the Secretary of Education, to conduct a study on the impact of COVID–19 on the mental health of education professionals, to direct the Secretary of Education to award grants to implement or improve health and wellness programs for education professionals, and for other purposes.
1.

Short title
This Act may be cited as the “Teacher and Educator Access to Crucial Health and Wellness Act of 2022” or the “TEACH Act of 2022”.
2.

Findings
Congress finds the following:
(1)
The COVID–19 pandemic has had a disproportionately negative impact on mental health of educators in the United States, leading to an increase in stress and burnout among the education workforce.
(2)
According to the National Education Association and the American Federation of Teachers, rates of stress were higher among teachers than most other working adults during the pandemic. More than 3 in 4 teachers reported frequent job-related stress, compared to 40-percent of other working adults, and 27-percent of teachers reported symptoms of depression, compared to 10-percent of other adults.
(3)
The COVID–19 pandemic exacerbated educator departure and retirement, which has led to an ongoing teacher recruitment, retention, and shortage crisis in the United States.
(4)
The COVID–19 pandemic highlighted an increased need for employee health and wellness programs in schools across the country.
(5)
Employee wellness programs can help create a more supportive work environment for education professionals, thereby supporting educator retention.
(6)
More research is essential to understanding the impact the COVID–19 pandemic had on educators’ mental health, and there is an immediate need to increase educators’ access to employee wellness programs.
3.

Study on impacts of COVID–19 on mental health of educators
(a)

In general
The Secretary of Health and Human Services, acting through the Director of the National Institutes of Health, and in consultation of the Secretary of Education, shall conduct a study that analyzes the impact of COVID–19 on the mental health of education professionals. Such study shall specifically address—
(1)
the impact of the COVID–19 pandemic on the mental health of education professionals;
(2)
the impact of the COVID–19 pandemic on the overall staff retention of education professionals;
(3)
the barriers that remain with respect to access to mental health services for education professionals; and
(4)
any policies or practices that may promote resiliency among education professionals, specifically during, and in the aftermath of, a high-stress event, such as the COVID–19 pandemic.
(b)

Report
Not later than one year after the date of the enactment of this Act, the Secretary of Health and Human Services shall submit to the Congress a report—
(1)
on the results of the study conducted under subsection (a); and
(2)
that includes the Secretary’s recommendations for best practices—
(A)
to promote the mental health of education professionals, especially during, and in the aftermath of, a high-stress event, such as the COVID–19 pandemic; and
(B)
to prepare for future high-stress events such as the COVID–19 pandemic.
4.

Grants for health and wellness programs for education professionals
(a)

In general
The Secretary of Education (in this section referred to as the “Secretary”) shall award, on a competitive basis, grants to State educational agencies to carry out the activities described in subsection (d).
(b)

Application
A State educational agency seeking a grant under this section shall submit to the Secretary an application in such form, at such time, and containing such information as the Secretary determines appropriate, including a description of—
(1)
staffing shortages of education professionals in the State; and
(2)
how the State educational agency will carry out the activities described in subsection (d)(1).
(c)

Grant amounts
Of the total amount of a grant awarded to a State educational agency under this section—
(1)
not more than 1-percent shall be used for administrative costs;
(2)
not more than 4-percent shall be used to carry out the activities described in subsection (d)(1); and
(3)
not less than 95-percent shall be used to award subgrants in accordance with subsection (e).
(d)

Grant uses
A State educational agency receiving a grant under this section shall use such grant funds, in accordance with subsection (c), to—
(1)
develop and provide guidance to local educational agencies receiving a subgrant under subsection (e) for the development and implementation or improvement of the programs described in subsection (e)(5)(A), including with respect to—
(A)
assessing the workplace;
(B)
creating such programs;
(C)
engaging education professionals in such programs; and
(D)
evaluating the success of such programs; and
(2)
award subgrants to local educational agencies in accordance with subsection (e).
(e)

Subgrants
(1)

In general
A State educational agency receiving a grant under this section shall award, on a competitive basis, subgrants to local educational agencies to develop and implement, or improve existing, education professional wellness programs.
(2)

Application
A local educational agency seeking a grant under this section shall submit to the State educational agency an application in such form, at such time, and containing such information as the State educational agency determines appropriate, including—
(A)
a description of any education professional or employee wellness programs carried out by the local educational agency at the time of application for the subgrant, as applicable, including whether and how such programs can be expanded or altered to support the retention of education professionals;
(B)
the number of education professionals who will be served by the programs implemented or improved pursuant to the subgrant;
(C)
a description of the education professionals who will implement or improve the programs with the local educational agency in accordance with paragraph (5)(B); and
(D)
a description of community partners that can support or partner with the local educational agency by offering programming and services related to wellness of education professionals, including in-person and virtual options.
(3)

Subgrant amounts
The State educational agency shall determine subgrant amounts under this subsection with respect to each local educational agency based on the following:
(A)
The number of education professionals who would be served by programs implemented or improved pursuant to the subgrant.
(B)
Whether the local educational agency carries out education professional or employee wellness programs at the time of application for the subgrant.
(4)

Rural, remote, and high-need schools
(A)

In general
25-percent of the grant funds described in subsection (c)(3) shall be used by the State educational agency to award subgrants to local educational agencies that serve 1 or more rural, remote, or high-need schools, as defined by the State educational agency.
(B)

Exception
If, at the conclusion of the subgrant application period set by the State educational agency, the State educational agency did not receive an application from a local educational agency described in subparagraph (A), the State educational agency shall use the grant funds reserved under such subparagraph to award subgrants to local educational agencies that do not serve 1 or more rural, remote, or high-need schools.
(5)

Subgrant uses
(A)

In general
A local educational agency receiving a subgrant under this subsection shall use such subgrant funds to develop and implement, or improve existing, wellness programs that meet the health and wellness needs of education professionals, such as by—
(i)
contracting with coaches, trainers, or instructors who specialize in stress management, time management, nutrition, cooking, non-violent communication, team building, implicit bias, mental health, trauma, social support, alcohol or substance use, fitness, financial education, or other areas of expertise deemed appropriate by the Secretary;
(ii)
purchasing exercise equipment and repurposing a room in a school building for such equipment; and
(iii)
repurposing a room in a school building for a quiet space for education professionals.
(B)

Implementation
(i)

In general
The local educational agency shall, in conjunction with the committee described in clause (ii) and using the guidance provided under subsection (d)(1), develop and implement, or improve, as applicable, and oversee the programs described in subparagraph (A).
(ii)

Committee
The committee required under clause (i) shall be composed of not fewer than 3 education professionals from the local educational agency, including—
(I)
1 education professional who is a teacher;
(II)
1 education professional who is a school administrator; and
(III)
1 education professional who is other staff.
(f)

Authorization of appropriations
There are authorized to be appropriated to carry out this section $200,000,000 for the period of fiscal years 2024 through 2028.
5.

Definitions
In this Act:
(1)

Education professional
The term education professional means, with respect to an elementary or secondary school, a teacher, principal, other school leader, paraprofessional, school administrator, and other staff.
(2)

ESEA terms
The terms elementary school, local educational agency, other staff, paraprofessional, school leader, and secondary school have the meanings given to such terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).