New York Assembly Bill A08390

New York 2025-2026 Regular Session

• Introduced: 5/13/25
• Refer: 5/13/25

Caption

Requires the department of education to report information regarding counselors, social workers and psychologists in schools and to implement a plan to increase the school counselor, school social worker and school psychologist to student ratio to nationally accepted standards and provide funding for such.

Impact

Should A08390 pass, it will amend existing education laws to enforce accountability and transparency around student support services. More specifically, it will instantiate regular reporting standards that help identify staffing shortfalls in critical support roles. The bill emphasizes aligning New York State's student-to-counselor ratios with recognized national standards, which advocates believe will significantly improve student welfare and academic success. Allocating funding to implement these changes could become a focus in future legislative sessions.

Summary

Bill A08390 seeks to enhance mental health support in New York schools by requiring the Department of Education to report detailed information on the availability and staffing of counselors, social workers, and psychologists. The bill mandates that the commissioner compile a report every school year that includes data on the number of these professionals, the student-to-staff ratios, and the provision of services across multiple schools. This initiative aims to shine a light on the resources currently available in schools to address the growing mental health needs of students.

Contention

Notably, there could be contention over the bill’s funding mechanisms and its implications for local school district budgets. While many support increasing the number of counselors, social workers, and psychologists, concerns may arise regarding the source of the required funding or the actual feasibility of achieving the suggested student-to-professional ratios, especially in underfunded districts. Critics may argue that focusing on ratios does not necessarily guarantee an improvement in services or outcomes for students, leading to debates on the effectiveness of any resulting mandates.