[Congressional Record Volume 162, Number 41 (Tuesday, March 15, 2016)]
[Senate]
[Pages S1505-S1508]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
STATEMENTS ON INTRODUCED BILLS AND JOINT RESOLUTIONS
By Ms. BALDWIN (for herself, Mr. Blumenthal, Mr. Booker, Mrs.
Boxer, Mr. Brown, Mr. Cardin, Mr. Casey, Mr. Durbin, Mr.
Franken, Mrs. Gillibrand, Ms. Hirono, Ms. Klobuchar, Mr. Leahy,
Mr. Markey, Mr. Menendez, Mr. Merkley, Ms. Mikulski, Mrs.
Murray, Mr. Peters, Mr. Reed, Mr. Reid, Mr. Schatz, Mr.
Schumer, Mrs. Shaheen, Ms. Stabenow, Mr. Udall, Ms. Warren, Mr.
Whitehouse, and Mr. Wyden):
S. 2677. A bill to make college more affordable, reduce student debt,
and provide greater access to higher education for all students of the
United States; to the Committee on Finance.
Ms. MIKULSKI. Mr. President, I rise today to talk about an issue that
is of the utmost importance to me, Marylanders, and American families--
college affordability.
I have said this often, but we in this country enjoy many freedoms:
the freedom of speech, the freedom of the press, and the freedom of
religion. But there is an implicit freedom our Constitution does not
lay out in writing, but its promise has excited the passions, hopes,
and dreams of people in this country since its founding. It is the
freedom to take whatever talents God has given you, to fill whatever
passion is in your heart, to learn so you can earn and make a
contribution to society--the freedom to achieve.
The freedom to achieve should never be stifled in this country
because of economic reasons. Your freedom to achieve should never be
determined by the zip code you live in, by the color of your skin, or
by the size of your family's wallet. It should be, in a democratic
country, that everyone has access to be able to do that. That means
affordable education. That means access to the opportunity ladder that
students and families can count on, because we know a degree is
something that no one can ever take away from you.
When I was a young girl at a Catholic all-girls school, my Mom and
Dad made it very clear that they wanted me to go to college. But, right
around graduation, my family was going through a rough time because my
father's grocery store had suffered a terrible fire. I offered to put
off college and work at the grocery store until the business got back
on its feet. My Dad said, ``Barb, you have to go. Your mother and I
will find a way, because no matter what happens to you, no one can ever
take that degree away from you. The best way I can protect you is to
make sure you can earn a living all of your life.'' My father gave me
the freedom to achieve.
When it comes to higher education, I believe in choice and
opportunity. Anyone willing to work hard has a right to learn so you
can get a college degree or certificate. Millions of American students
are graduating colleges and universities, but as they are handed their
diplomas, they are being handed a lifetime of debt.
More than 58 percent of Maryland college students have taken on an
average debt of $27,000 or more. Having this debt is like a first
mortgage, making it hard to buy a home, start a business, or a family.
I am worried about them, as should the rest of us, and what it means
for their future. College is a part of the American dream; it should
not be a part of the American financial nightmare.
That is why, over the last several months, I embarked on a college
affordability tour across the state of Maryland. I wanted to find out
what were some of the challenges students faced when it came to
college. I wanted to know how the Federal Government can help them be
successful. The stories I heard were poignant, and were likely ones
that everyone in this chamber has heard time and time again.
I met a bright young woman last year. She had the financial support
of her parents to attend college. Unfortunately, during her sophomore
year, her mother--who was a nurse--lost her job. To make sure she could
still go to college, her family made the decision to dip into their
retirement savings to help pay. This goes to show that her family knew
how important it was that she continue her education. Even with this
additional financial support, she still had to rely on Federal
financial aid to pay for books.
Or the young man who is the first in his family to go to college. He
hopes he is not the last. He would not be where he is today had it not
been for a strong support system in high school through participation
in a college bound program that gave him the opportunity to be exposed
to college classes. While he came to college academically prepared, he
still needed help navigating our complex Federal financial aid system.
This is just a small sample of the stories I heard. But they all say
the same thing: ``We need help.'' Many students and families are
stressed and stretched, having to work and save to pay for college.
They want to know what Congress is doing for them. They need a Federal
Government that is on their side.
Student loan debt is more than $1.3 trillion, exceeding total credit
card and car loan debt, and eclipsed only by mortgage debt. Family
incomes are not keeping pace with inflation, which means they are less
able to help with the costs of higher education.
Getting a college education is the core of the American dream. Let us
continue to fight to make sure that every student in America, whether
you are in rural Eastern Shore or in big cities like Los Angeles, has
access to that dream. Let us work together to make sure that when
students graduate, their first mortgage is not their student debt.
Carrying the burden of student loans drags down young people's
financial future, making it harder to buy a home, start a family, or
save for retirement.
It is my belief that this bill--the In The Red Act--will make college
a reality for millions of Americans. I am pleased to see that
provisions in this bill would allow eligible student borrowers the
opportunity to refinance their Federal loans. I believe that if
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you can refinance a yacht, you should be able to refinance your student
loans. This will help more than 24 million students in the United
States, including more than 800,000 student borrowers in Maryland.
I am also pleased to see that this bill increases Pell Grants to keep
pace with rising costs. This will ensure that college students, who
rely on Pell Grants, can pay for tuition, books, room and board, and
other living expenses like child care.
The In The Red Act is absolutely a great bill for students, and it is
a great bill for America. It gives our students access to the American
dream. It gives our young people access to the freedom to achieve, to
be able to follow their talents, and to be able to achieve higher
education in whatever field they will be able to serve this country. It
is my hope that we come together to pass this bill in a swift,
expeditious, and uncluttered way.
While our work is not done when it comes to ensuring access to
affordable higher education, this bill helps us get there. I look
forward to working with my colleagues on both sides of the aisle to
move this issue forward.
______
By Mr. DURBIN (for himself, Ms. Collins, and Mr. Bennet):
S. 2685. A bill to amend the Public Health Service Act to improve
mental and behavioral health services on campuses of institutions of
higher education; to the Committee on Health, Education, Labor, and
Pensions.
Mr. DURBIN. Mr. President, I ask unanimous consent that the text of
the bill be printed in the Record.
There being no objection, the text of the bill was ordered to be
printed in the Record, as follows:
S. 2685
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Mental Health on Campus
Improvement Act''.
SEC. 2. FINDINGS.
Congress makes the following findings:
(1) The 2014 Association of University and College
Counseling Center Directors Survey found that the average
ratio of counselors to students on campus is nearly 1 to
1,833 and is often far higher on large campuses. The
International Association of Counseling Services
accreditation standards recommends 1 counselor per 1,000 to
1,500 students.
(2) College counselors report that 10 percent of enrolled
students sought counseling in 2014.
(3) More than 90 percent of counseling directors believe
there is an increase in the number of students coming to
campus with severe psychological problems; today, 44 percent
of the students who visit campus counseling centers are
dealing with severe mental illness, up from 16 percent in
2000, and 24 percent are on psychiatric medication, up from
17 percent in 2000.
(4) The majority of campus counseling directors report that
the demand for services and the severity of student needs are
growing without an increase in resources.
(5) Many students who need help never receive it. Only 15
percent of college and university students who commit suicide
received campus counseling. Of students who seriously
consider suicide each year, only 52 percent of them seek any
professional help at all.
(6) A 2015 American College Health Association survey of
more than 93,000 college and university students revealed
that, within the last 12 months, 57 percent of students
report having felt overwhelming anxiety, 35 percent felt so
depressed it was difficult to function, and 48 percent felt
hopeless. However, only 12 percent of students reported
receiving professional treatment for anxiety within the past
12 months, and 11 percent reported receiving treatment for
depression within the past 12 months.
(7) The 2015 American College Health Association survey
also found that 9 percent of students have seriously
considered suicide in the past 12 months, a 20 percent
increase compared to 2012.
(8) Research conducted between 1997 and 2009, and presented
at the 118th annual convention of the American Psychological
Association found that more students are grappling with
depression and anxiety disorders than were a decade ago. The
study found that of students who sought college or university
counseling, 41 percent had moderate to severe depression in
2009, that number was 34 percent in 1997.
(9) A survey conducted by the student counseling center at
the University of Idaho in 2000 found that 77 percent of
students who responded reported that they were more likely to
stay in school because of counseling and that their school
performance would have declined without counseling.
(10) Students with psychological issues often struggle
academically and are at risk for dropping out of school.
Counseling has been shown to address these issues while
having a positive impact on students remaining in school. A
6-year longitudinal study found college and university
students receiving counseling to have a 11.4 percent higher
retention rate than the general college and university
population.
(11) A national survey of college and university students
living with mental health conditions, conducted by the
National Alliance on Mental Illness, found that 64 percent of
students who experience mental health problems in college or
university and withdraw from school do so because of their
mental health issues. The survey also found that 50 percent
of that group never accessed mental health services and
supports.
SEC. 3. IMPROVING MENTAL AND BEHAVIORAL HEALTH ON COLLEGE
CAMPUSES.
Title V of the Public Health Service Act is amended by
inserting after section 520E-2 (42 U.S.C. 290bb-36b) the
following:
``SEC. 520E-3. GRANTS TO IMPROVE MENTAL AND BEHAVIORAL HEALTH
ON COLLEGE CAMPUSES.
``(a) Purpose.--It is the purpose of this section, with
respect to settings at institutions of higher education, to--
``(1) increase access to mental and behavioral health
services;
``(2) foster and improve the prevention of mental and
behavioral health disorders, and the promotion of mental
health;
``(3) improve the identification and treatment for students
at risk;
``(4) improve collaboration and the development of
appropriate levels of mental and behavioral health care;
``(5) reduce the stigma for students with mental health
disorders and enhance their access to mental health services;
and
``(6) improve the efficacy of outreach efforts.
``(b) Grants.--The Secretary, acting through the
Administrator and in consultation with the Secretary of
Education, shall award competitive grants to eligible
entities to improve mental and behavioral health services and
outreach on campuses of institutions of higher education.
``(c) Eligibility.--To be eligible to receive a grant under
subsection (b), an entity shall--
``(1) be an institution of higher education; and
``(2) submit to the Secretary an application at such time,
in such manner, and containing such information as the
Secretary may require, including the information required
under subsection (d).
``(d) Application.--An application for a grant under this
section shall include--
``(1) a description of the population to be targeted by the
program carried out under the grant, including the particular
mental and behavioral health needs of the students involved;
``(2) a description of the Federal, State, local, private,
and institutional resources available for meeting the needs
of such students at the time the application is submitted;
``(3) an outline of the objectives of the program carried
out under the grant;
``(4) a description of activities, services, and training
to be provided under the program, including planned outreach
strategies to reach students not currently seeking services;
``(5) a plan to seek input from community mental health
providers, when available, community groups, and other public
and private entities in carrying out the program;
``(6) a plan, when applicable, to meet the specific mental
and behavioral health needs of veterans attending
institutions of higher education;
``(7) a description of the methods to be used to evaluate
the outcomes and effectiveness of the program; and
``(8) an assurance that grant funds will be used to
supplement, and not supplant, any other Federal, State, or
local funds available to carry out activities of the type
carried out under the grant.
``(e) Special Considerations.--In awarding grants under
this section, the Secretary shall give special consideration
to applications that describe programs to be carried out
under the grant that--
``(1) demonstrate the greatest need for new or additional
mental and behavioral health services, in part by providing
information on current ratios of students to mental and
behavioral health professionals;
``(2) propose effective approaches for initiating or
expanding campus services and supports using evidence-based
practices, including peer support strategies;
``(3) target traditionally underserved populations and
populations most at risk;
``(4) where possible, demonstrate an awareness of, and a
willingness to, coordinate with a community mental health
center or other mental health resource in the community, to
support screening and referral of students requiring
intensive services;
``(5) identify how the institution of higher education will
address psychiatric emergencies, including how information
will be communicated with families or other appropriate
parties;
``(6) propose innovative practices that will improve
efficiencies in clinical care, broaden collaborations with
primary care, or improve prevention programs; and
``(7) demonstrate the greatest potential for replication
and dissemination.
``(f) Use of Funds.--Amounts received under a grant under
this section may be used to--
``(1) provide mental and behavioral health services to
students, including prevention, promotion of mental health,
voluntary
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screening, early intervention, voluntary assessment,
treatment, management, and education services relating to the
mental and behavioral health of students;
``(2) conduct research through a counseling or health
center at the institution of higher education involved
regarding improving the mental and behavioral health of
students through clinical services, outreach, prevention, or
academic success, in a manner that is in compliance with the
health privacy and security rules promulgated under section
264(c) of the Health Insurance Portability and Accountability
Act of 1996 (42 U.S.C. 1320d-2 note);
``(3) provide outreach services to notify students about
the existence of mental and behavioral health services;
``(4) educate students, families, faculty, staff, and
communities to increase awareness of mental health issues;
``(5) support student groups on campus, including athletic
teams, that engage in activities to educate students,
including activities to reduce stigma surrounding mental and
behavioral disorders, and promote mental health wellness;
``(6) employ appropriately trained staff;
``(7) provide training to students, faculty, and staff to
respond effectively to students with mental and behavioral
health issues;
``(8) expand mental health training through internship,
post-doctorate, and residency programs;
``(9) develop and support evidence-based and emerging best
practices, including a focus on culturally and linguistically
appropriate best practices; and
``(10) evaluate and disseminate best practices to other
institutions of higher education.
``(g) Duration of Grants.--A grant under this section shall
be awarded for a period not to exceed 3 years.
``(h) Evaluation and Reporting.--
``(1) Evaluation.--Not later than 18 months after the date
on which a grant is received under this section, the eligible
entity involved shall submit to the Secretary the results of
an evaluation to be conducted by the entity (or by another
party under contract with the entity) concerning the
effectiveness of the activities carried out under the grant
and plans for the sustainability of such efforts.
``(2) Report.--Not later than 2 years after the date of
enactment of the Mental Health on Campus Improvement Act, the
Secretary shall submit to the appropriate committees of
Congress a report concerning the results of--
``(A) the evaluations conducted under paragraph (1); and
``(B) an evaluation conducted by the Secretary to analyze
the effectiveness and efficacy of the activities conducted
with grants under this section.
``(i) Technical Assistance.--The Secretary may provide
technical assistance to grantees in carrying out this
section.
``(j) Definition.--In this section, the term `institution
of higher education' has the meaning given such term in 101
of the Higher Education Act of 1965 (20 U.S.C. 1001).
``(k) Authorization of Appropriations.--There are
authorized to be appropriated such sums as may be necessary
to carry out this section.
``SEC. 520E-4. MENTAL AND BEHAVIORAL HEALTH OUTREACH AND
EDUCATION ON COLLEGE CAMPUSES.
``(a) Purpose.--It is the purpose of this section to
increase access to, and reduce the stigma associated with,
mental health services to ensure that students at
institutions of higher education have the support necessary
to successfully complete their studies.
``(b) National Public Education Campaign.--The Secretary,
acting through the Administrator and in collaboration with
the Director of the Centers for Disease Control and
Prevention, shall convene an interagency, public-private
sector working group to plan, establish, and begin
coordinating and evaluating a targeted public education
campaign that is designed to focus on mental and behavioral
health on the campuses of institutions of higher education.
Such campaign shall be designed to--
``(1) improve the general understanding of mental health
and mental health disorders;
``(2) encourage help-seeking behaviors relating to the
promotion of mental health, prevention of mental health
disorders, and treatment of such disorders;
``(3) make the connection between mental and behavioral
health and academic success; and
``(4) assist the general public in identifying the early
warning signs and reducing the stigma of mental illness.
``(c) Composition.--The working group convened under
subsection (b) shall include--
``(1) mental health consumers, including students and
family members;
``(2) representatives of institutions of higher education;
``(3) representatives of national mental and behavioral
health associations and associations of institutions of
higher education;
``(4) representatives of health promotion and prevention
organizations at institutions of higher education;
``(5) representatives of mental health providers, including
community mental health centers; and
``(6) representatives of private- and public-sector groups
with experience in the development of effective public health
education campaigns.
``(d) Plan.--The working group under subsection (b) shall
develop a plan that--
``(1) targets promotional and educational efforts to the
age population of students at institutions of higher
education and individuals who are employed in settings of
institutions of higher education, including through the use
of roundtables;
``(2) develops and proposes the implementation of research-
based public health messages and activities;
``(3) provides support for local efforts to reduce stigma
by using the National Health Information Center as a primary
point of contact for information, publications, and service
program referrals; and
``(4) develops and proposes the implementation of a social
marketing campaign that is targeted at the population of
students attending institutions of higher education and
individuals who are employed in settings of institutions of
higher education.
``(e) Definition.--In this section, the term `institution
of higher education' has the meaning given such term in 101
of the Higher Education Act of 1965 (20 U.S.C. 1001).
``(f) Authorization of Appropriations.--There are
authorized to be appropriated such sums as may be necessary
to carry out this section.''.
SEC. 4. INTERAGENCY WORKING GROUP ON COLLEGE MENTAL HEALTH.
(a) Purpose.--It is the purpose of this section to provide
for the establishment of a College Campus Task Force to
discuss mental and behavioral health concerns on campuses of
institutions of higher education.
(b) Establishment.--The Secretary of Health and Human
Services (referred to in this section as the ``Secretary'')
shall establish a College Campus Task Force (referred to in
this section as the ``Task Force'') to discuss mental and
behavioral health concerns on campuses of institutions of
higher education.
(c) Membership.--The Task Force shall be composed of a
representative from each Federal agency (as appointed by the
head of the agency) that has jurisdiction over, or is
affected by, mental health and education policies and
projects, including--
(1) the Department of Education;
(2) the Department of Health and Human Services;
(3) the Department of Veterans Affairs; and
(4) such other Federal agencies as the Administrator of the
Substance Abuse and Mental Health Services Administration, in
consultation with the Secretary, determines to be
appropriate.
(d) Duties.--The Task Force shall--
(1) serve as a centralized mechanism to coordinate a
national effort--
(A) to discuss and evaluate evidence and knowledge on
mental and behavioral health services available to, and the
prevalence of mental health illness among, the age population
of students attending institutions of higher education in the
United States;
(B) to determine the range of effective, feasible, and
comprehensive actions to improve mental and behavioral health
on campuses of institutions of higher education;
(C) to examine and better address the needs of the age
population of students attending institutions of higher
education dealing with mental illness;
(D) to survey Federal agencies to determine which policies
are effective in encouraging, and how best to facilitate
outreach without duplicating, efforts relating to mental and
behavioral health promotion;
(E) to establish specific goals within and across Federal
agencies for mental health promotion, including
determinations of accountability for reaching those goals;
(F) to develop a strategy for allocating responsibilities
and ensuring participation in mental and behavioral health
promotions, particularly in the case of competing agency
priorities;
(G) to coordinate plans to communicate research results
relating to mental and behavioral health amongst the age
population of students attending institutions of higher
education to enable reporting and outreach activities to
produce more useful and timely information;
(H) to provide a description of evidence-based best
practices, model programs, effective guidelines, and other
strategies for promoting mental and behavioral health on
campuses of institutions of higher education;
(I) to make recommendations to improve Federal efforts
relating to mental and behavioral health promotion on
campuses of institutions of higher education and to ensure
Federal efforts are consistent with available standards and
evidence and other programs in existence as of the date of
enactment of this Act; and
(J) to monitor Federal progress in meeting specific mental
and behavioral health promotion goals as they relate to
settings of institutions of higher education;
(2) consult with national organizations with expertise in
mental and behavioral health, especially those organizations
working with the age population of students attending
institutions of higher education; and
(3) consult with and seek input from mental health
professionals working on campuses of institutions of higher
education as appropriate.
(e) Meetings.--
(1) In general.--The Task Force shall meet not less than 3
times each year.
(2) Annual conference.--The Secretary shall sponsor an
annual conference on mental and behavioral health in settings
of institutions of higher education to enhance coordination,
build partnerships, and share best practices in mental and
behavioral health promotion, data collection, analysis, and
services.
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(f) Definition.--In this section, the term ``institution of
higher education'' has the meaning given such term in 101 of
the Higher Education Act of 1965 (20 U.S.C. 1001).
(g) Authorization of Appropriations.--There are authorized
to be appropriated such sums as may be necessary to carry out
this section.
____________________