UT
Utah House Bill HCR006

Utah 2023 Regular Session

Utah House Bill HCR006 Compare Versions

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1-Enrolled Copy H.C.R. 6
1+1st Sub. H.C.R. 6
2+LEGISLATIVE GENERAL COUNSEL
3+6 Approved for Filing: M. Curtis 6
4+6 02-21-23 7:04 AM 6
5+H.C.R. 6
6+1st Sub. (Buff)
7+Representative Steve Eliason proposes the following substitute bill:
28 1 CONCURRENT RESOLUTI ON REGARDING MENTAL HEALTH
39 2 SUPPORT IN SCHOOLS
410 3 2023 GENERAL SESSION
511 4 STATE OF UTAH
612 5 Chief Sponsor: Steve Eliason
7-6 Senate Sponsor: Ann Millner
13+6 Senate Sponsor: ____________
814 7
915 8LONG TITLE
1016 9General Description:
1117 10 This resolution recognizes the crucial contributions of school nurses, psychologists,
1218 11social workers, and counselors in Utah schools.
1319 12Highlighted Provisions:
1420 13 This resolution:
1521 14 <highlights the critical role of school nurses, psychologists, social workers, and
1622 15counselors in education;
1723 16 <recognizes the inadequacy of current funding streams to meet demand for
1824 17school-based mental health professionals;
1925 18 <supports the creation and adoption of school formulas for staffing school-based
2026 19mental health professionals at appropriate levels; and
2127 20 <commits to exploring legislative options for increased funding allocations for
2228 21school-based mental health positions.
2329 22Special Clauses:
2430 23 None
2531 24
2632 25Be it resolved by the Legislature of the state of Utah, the Governor concurring therein:
33+*HCR006S01* 1st Sub. (Buff) H.C.R. 6 02-21-23 7:04 AM
34+- 2 -
2735 26 WHEREAS, the Legislature recognizes that school nurses, school social workers,
2836 27school psychologists, and school counselors are uniquely qualified to provide essential
2937 28supports that address the physical, social, and emotional needs of students;
30-29 WHEREAS, all children and youth learn best when they are healthy, supported, and H.C.R. 6 Enrolled Copy
31-- 2 -
38+29 WHEREAS, all children and youth learn best when they are healthy, supported, and
3239 30receive an education that meets their individual needs, schools can more effectively ensure that
3340 31all students are ready and able to learn if schools meet all the needs of each student, and
3441 32learning and development are directly linked to the physical and mental health of children and a
3542 33supportive learning environment is an optimal place to promote physical and mental health;
3643 34 WHEREAS, the school-based mental health professionals create a strong support for
3744 35students by directly working with parents and families and connecting parents, families, and
3845 36students with community resources outside the school system;
3946 37 WHEREAS, the State of Utah has a shortage of all of the professionals listed in this
4047 38resolution, and as of the 2021-2022 school year:
41-39 < the ratio of school psychologists to students in Utah was 1:2,114
42-40students, while the national recommendation is 1:500-700;
43-41 < the ratio of school social workers to students in Utah was 1:2,443, while
44-42the national recommendation is 1:250;
45-43 < the ratio of school nurses to students in Utah was 1:2,445, while the
46-44national recommendation is one for each school, and the Utah
47-45recommendation is 1:2,000; and
48-46 < the ratio of school counselors to students in Utah was 1:503, while the
49-47national recommendation is 1:250, and the Utah recommendation is
50-481:350;
51-49 WHEREAS, school psychologists are specially trained to deliver mental health services
52-50and academic support that lower barriers to learning and allow teachers to teach more
53-51effectively; school psychologists use sound psychological principles which are critical to
54-52proper instruction and learning, social and emotional development, prevention and early
55-53intervention, and support for a culturally diverse student population; school psychologists
56-54facilitate collaboration that helps parents and educators to identify and reduce risk factors,
57-55promote protective factors, create safe schools, and access community resources; and school
58-56psychologists are trained to assess barriers to learning, utilize data-based decision making,
59-57implement research-driven prevention and intervention strategies, evaluate outcomes, and Enrolled Copy H.C.R. 6
48+39 the ratio of school psychologists to students in Utah was 1:2,114 students, while the
49+40national recommendation is 1:500-700;
50+41 the ratio of school social workers to students in Utah was 1:2,443, while the national
51+42recommendation is 1:250;
52+43 the ratio of school nurses to students in Utah was 1:2,445, while the national
53+44recommendation is one for each school, and the Utah recommendation is 1:2,000; and
54+45 the ratio of school counselors to students in Utah was 1:503, while the national
55+46recommendation is 1:250, and the Utah recommendation is 1:350;
56+47 WHEREAS, school psychologists are specially trained to deliver mental health services
57+48and academic support that lower barriers to learning and allow teachers to teach more
58+49effectively; school psychologists use sound psychological principles which are critical to
59+50proper instruction and learning, social and emotional development, prevention and early
60+51intervention, and support for a culturally diverse student population; school psychologists
61+52facilitate collaboration that helps parents and educators to identify and reduce risk factors,
62+53promote protective factors, create safe schools, and access community resources; and school
63+54psychologists are trained to assess barriers to learning, utilize data-based decision making,
64+55implement research-driven prevention and intervention strategies, evaluate outcomes, and
65+56improve accountability; 02-21-23 7:04 AM 1st Sub. (Buff) H.C.R. 6
6066 - 3 -
61-58improve accountability;
62-59 WHEREAS, school social workers are trained mental health professionals especially
63-60skilled in providing services to students who face serious challenges to school success,
64-61including disability, poverty, discrimination, abuse, neglect, mental illness, homelessness,
65-62bullying, familial stressors, and other barriers to learning; school social workers, being licensed
66-63mental health professionals in schools in the United States, are a vital link between the home,
67-64school, and community by providing necessary assessments, interventions, counseling, family
68-65outreach, and community referrals; and school social workers maintain knowledge of school
69-66culture and school climate, which are necessary for responsible school safety planning;
70-67 WHEREAS, school nurses are registered professional school nurses that advance the
71-68well-being, academic success, and life-long achievements of all students by serving the school
72-69community and providing a critical safety net for our state's children; school nurses provide
73-70support and direct care to students with acute injuries and chronic health conditions through
74-71care management, advocacy, and coordination; school nurses are often the first to identify
75-72behavioral health concerns and families in crisis; school nurses act as a liaison to the school
76-73community, parents, and health care providers on behalf of children's health by promoting
77-74wellness and improving health outcomes for our community's children; and school nurses, as
78-75members of school-based mental health teams, understand the link between health and learning
79-76and are in a position to make a positive difference for children every day;
80-77 WHEREAS, school counselors recognize and respond to the need for mental health
81-78services that promote social/emotional wellness and development for all students; school
82-79counselors advocate for the mental health needs of all students by offering instruction that
83-80enhances awareness of mental health, appraisal, and advisement addressing academic, career,
84-81and social/emotional development, short-term counseling interventions, and referrals to
85-82community resources for long-term support; school counselors perform a wide range of duties
86-83to help students excel academically, develop resiliency, adjust socially, and cope with
87-84school-related and personal concerns or problems both in and out of school; school counselors
88-85help develop well-rounded students by guiding students through academic learning, social and H.C.R. 6 Enrolled Copy
67+57 WHEREAS, school social workers are trained mental health professionals especially
68+58skilled in providing services to students who face serious challenges to school success,
69+59including disability, poverty, discrimination, abuse, neglect, mental illness, homelessness,
70+60bullying, familial stressors, and other barriers to learning; school social workers, being licensed
71+61mental health professionals in schools in the United States, are a vital link between the home,
72+62school, and community by providing necessary assessments, interventions, counseling, family
73+63outreach, and community referrals; and school social workers maintain knowledge of school
74+64culture and school climate, which are necessary for responsible school safety planning;
75+65 WHEREAS, school nurses are registered professional school nurses that advance the
76+66well-being, academic success, and life-long achievements of all students by serving the school
77+67community and providing a critical safety net for our state's children; school nurses provide
78+68support and direct care to students with acute injuries and chronic health conditions through
79+69care management, advocacy, and coordination; school nurses are often the first to identify
80+70behavioral health concerns and families in crisis; school nurses act as a liaison to the school
81+71community, parents, and health care providers on behalf of children's health by promoting
82+72wellness and improving health outcomes for our community's children; and school nurses, as
83+73members of school-based mental health teams, understand the link between health and learning
84+74and are in a position to make a positive difference for children every day;
85+75 WHEREAS, school counselors recognize and respond to the need for mental health
86+76services that promote social/emotional wellness and development for all students; school
87+77counselors advocate for the mental health needs of all students by offering instruction that
88+78enhances awareness of mental health, appraisal, and advisement addressing academic, career,
89+79and social/emotional development, short-term counseling interventions, and referrals to
90+80community resources for long-term support; school counselors perform a wide range of duties
91+81to help students excel academically, develop resiliency, adjust socially, and cope with
92+82school-related and personal concerns or problems both in and out of school; school counselors
93+83help develop well-rounded students by guiding students through academic learning, social and
94+84emotional development, and career exploration; school counselors play a vital role in ensuring
95+85that students are ready for both college and careers; and school counselors coordinate efforts to
96+86foster a positive school climate, resulting in a safe learning environment for all students;
97+87 WHEREAS, the Legislature recognizes that school nurses, school social workers, 1st Sub. (Buff) H.C.R. 6 02-21-23 7:04 AM
8998 - 4 -
90-86emotional development, and career exploration; school counselors play a vital role in ensuring
91-87that students are ready for both college and careers; and school counselors coordinate efforts to
92-88foster a positive school climate, resulting in a safe learning environment for all students;
93-89 WHEREAS, the Legislature recognizes that school nurses, school social workers,
94-90school psychologists, and school counselors are uniquely qualified to provide essential
95-91supports that address the physical, social, and emotional needs of students;
96-92 WHEREAS, the need for comprehensive student support has grown beyond what is
97-93currently funded in the prototypical school model, and the need for these professionals in
98-94schools has grown beyond what is currently available for staffing and hiring availability;
99-95 WHEREAS, the Legislature recognizes that solving a shortage problem in these
100-96multiple fields will require a multifaceted response; action and problem solving will need to
101-97address training program funding, training program increased capacity, payment structures that
102-98incentivize and honor professionals to work and stay working in school systems, models of
103-99school-based mental health services to best utilize all professionals, ensuring professionals are
104-100able to work within their appropriate domains, creative funding solutions, and taking advantage
105-101of all funding opportunities to support intentional efforts to solve this issue; more than one
106-102solution will be necessary, and solutions will need to be collaboratively created with all
107-103stakeholders; and we cannot wait for one solution before working towards another, otherwise
108-104we continue to be stuck in a loop of inaction;
109-105 WHEREAS, current funding streams do not support appropriate hiring of school-based
110-106mental health professionals, and the opening of other funding streams, such as general
111-107education funds, would more accurately represent student needs and support hiring of
112-108school-based mental health professionals; and
113-109 WHEREAS, while certain school-based mental health professionals have codified
114-110ratios in place, others do not; having a codified ratio is a step in the right direction, and each
115-111school-based mental health profession should have a codified ratio; however, ratios are of little
116-112practical use if local education agencies (LEAs) are not able to or choose not to use multiple
117-113streams of funding to pay for professionals; ongoing funding is needed to meet the ratio rules Enrolled Copy H.C.R. 6
99+88school psychologists, and school counselors are uniquely qualified to provide essential
100+89supports that address the physical, social, and emotional needs of students;
101+90 WHEREAS, the need for comprehensive student support has grown beyond what is
102+91currently funded in the prototypical school model, and the need for these professionals in
103+92schools has grown beyond what is currently available for staffing and hiring availability;
104+93 WHEREAS, the Legislature recognizes that solving a shortage problem in these
105+94multiple fields will require a multifaceted response; action and problem solving will need to
106+95address training program funding, training program increased capacity, payment structures that
107+96incentivize and honor professionals to work and stay working in school systems, models of
108+97school-based mental health services to best utilize all professionals, ensuring professionals are
109+98able to work within their appropriate domains, creative funding solutions, and taking advantage
110+99of all funding opportunities to support intentional efforts to solve this issue; more than one
111+100solution will be necessary, and solutions will need to be collaboratively created with all
112+101stakeholders; and we cannot wait for one solution before working towards another, otherwise
113+102we continue to be stuck in a loop of inaction;
114+103 WHEREAS, current funding streams do not support appropriate hiring of school-based
115+104mental health professionals, and the opening of other funding streams, such as general
116+105education funds, would more accurately represent student needs and support hiring of
117+106school-based mental health professionals; and
118+107 WHEREAS, while certain school-based mental health professionals have codified
119+108ratios in place, others do not; having a codified ratio is a step in the right direction, and each
120+109school-based mental health profession should have a codified ratio; however, ratios are of little
121+110practical use if local education agencies (LEAs) are not able to or choose not to use multiple
122+111streams of funding to pay for professionals; ongoing funding is needed to meet the ratio rules
123+112that already exist or should be created; and codified ratios help to guide LEAs in appropriate
124+113staffing decisions:
125+114 NOW, THEREFORE, BE IT RESOLVED that the Legislature of the state of Utah, the
126+115Governor concurring therein, supports the creation and adoption of school formulas for staffing
127+116physical, social, and emotional support in schools to meet staffing ratio recommendations for
128+117school nurses, school counselors, school social workers, and school psychologists.
129+118 BE IT FURTHER RESOLVED that the Legislature and the Governor honor and 02-21-23 7:04 AM 1st Sub. (Buff) H.C.R. 6
118130 - 5 -
119-114that already exist or should be created; and codified ratios help to guide LEAs in appropriate
120-115staffing decisions:
121-116 NOW, THEREFORE, BE IT RESOLVED that the Legislature of the state of Utah, the
122-117Governor concurring therein, supports the creation and adoption of school formulas for staffing
123-118physical, social, and emotional support in schools to meet staffing ratio recommendations for
124-119school nurses, school counselors, school social workers, and school psychologists.
125-120 BE IT FURTHER RESOLVED that the Legislature and the Governor honor and
126-121recognize the contributions of school nurses, school counselors, school social workers, and
127-122school psychologists in providing social and emotional support and health services to K-12
128-123students across the state of Utah.
129-124 BE IT FURTHER RESOLVED that the Legislature and the Governor commit to
130-125exploring legislation to provide increased allocations to LEAs that demonstrate they have hired
131-126staff for these roles or have a need for hiring to meet appropriate ratios in anticipation that
132-127enhanced state funding will allow school districts to hire additional school nurses, school social
133-128workers, school psychologists, and school counselors.
134-129 BE IT FURTHER RESOLVED that the Legislature and the Governor commit to
135-130exploring increased funding to increase the number of school nurses, school counselors, school
136-131social workers, and school psychologists providing social and emotional support and health
137-132services to K-12 students across the state by adopting a formula for the distribution of a basic
138-133education instructional allocation for each LEA.
139-134 BE IT FURTHER RESOLVED that the Legislature and the Governor support exploring
140-135the codification of appropriate ratios for all professions if they are not already in statute.
141-136 BE IT FURTHER RESOLVED that the Legislature and the Governor commit to
142-137funding for training programs to increase student capacity and explore ways that training
143-138programs can access necessary supports, funding, and personnel to increase training of future
144-139professionals.
145-140 BE IT FURTHER RESOLVED that the Legislature and the Governor commit to
146-141furthering retention and attraction of professionals to the school system and finding related H.C.R. 6 Enrolled Copy
147-- 6 -
148-142retention and attraction solutions.
149-143 BE IT FURTHER RESOLVED that the Legislature and the Governor commit to
150-144exploring salary and payment of professionals compared to other educators and professionals
151-145working in the private sector and to generating ideas to make payment equitable and attractive.
152-146 BE IT FURTHER RESOLVED that the Legislature and the Governor commit to
153-147exploring professionals' scope of practice and structures of school-based mental health services
154-148to ensure that professionals are being used in the appropriate capacity and are able to function
155-149in their specific domains that support their retention in school systems and best services
156-150delivered to students.
131+119recognize the contributions of school nurses, school counselors, school social workers, and
132+120school psychologists in providing social and emotional support and health services to K-12
133+121students across the state of Utah.
134+122 BE IT FURTHER RESOLVED that the Legislature and the Governor commit to
135+123exploring legislation to provide increased allocations to LEAs that demonstrate they have hired
136+124staff for these roles or have a need for hiring to meet appropriate ratios in anticipation that
137+125enhanced state funding will allow school districts to hire additional school nurses, school social
138+126workers, school psychologists, and school counselors.
139+127 BE IT FURTHER RESOLVED that the Legislature and the Governor commit to
140+128exploring increased funding to increase the number of school nurses, school counselors, school
141+129social workers, and school psychologists providing social and emotional support and health
142+130services to K-12 students across the state by adopting a formula for the distribution of a basic
143+131education instructional allocation for each LEA.
144+132 BE IT FURTHER RESOLVED that the Legislature and the Governor support exploring
145+133the codification of appropriate ratios for all professions if they are not already in statute.
146+134 BE IT FURTHER RESOLVED that the Legislature and the Governor commit to
147+135funding for training programs to increase student capacity and explore ways that training
148+136programs can access necessary supports, funding, and personnel to increase training of future
149+137professionals.
150+138 BE IT FURTHER RESOLVED that the Legislature and the Governor commit to
151+139furthering retention and attraction of professionals to the school system and finding related
152+140retention and attraction solutions.
153+141 BE IT FURTHER RESOLVED that the Legislature and the Governor commit to
154+142exploring salary and payment of professionals compared to other educators and professionals
155+143working in the private sector and to generating ideas to make payment equitable and attractive.
156+144 BE IT FURTHER RESOLVED that the Legislature and the Governor commit to
157+145exploring professionals' scope of practice and structures of school-based mental health services
158+146to ensure that professionals are being used in the appropriate capacity and are able to function
159+147in their specific domains that support their retention in school systems and best services
160+148delivered to students.