{
  "legislationId": "118_S_4041",
  "lastUpdate": "2026-02-10T19:36:05.056Z",
  "history": [
    {
      "timestamp": "2026-02-10T19:36:05.056Z",
      "source_url": "https://www.congress.gov/118/bills/s4041/BILLS-118s4041is.htm",
      "model": "gemini-3-pro-preview",
      "prompt_sent": "\nJesteś LEGISLATIVE SURGEON.\nTwoim zadaniem jest audyt i naprawa streszczenia (JSON) pod kątem zgodności z tekstem źródłowym (SOURCE).\nZASADA FUNDAMENTALNA: \"NO NEW INFORMATION\" (żadnych nowych informacji).\nStreszczenie może jedynie transformować informacje zawarte w SOURCE (skracać, tłumaczyć, sumować). Nie może generować nowych informacji, których nie ma w SOURCE.\n\nPROCEDURA WERYFIKACJI (wykonaj dla każdego zdania w JSON):\nZadaj sobie pytanie: \"Czy potrafię wskazać w SOURCE konkretny fragment, który potwierdza to stwierdzenie?\"\nJEŚLI ODPOWIEDŹ BRZMI \"TAK\":\nInformacja jest potwierdzona cytatem, synonimem lub wynikiem matematycznym z danych w tekście.\nDECYZJA: Zostaw bez zmian.\nJEŚLI ODPOWIEDŹ BRZMI \"NIE\":\nInformacji nie ma w tekście (jest to halucynacja, zewnętrzna wiedza modelu, nadinterpretacja lub niepotrzebna ekstrapolacja).\nDECYZJA: Usuń tę informację lub zmień ją tak, aby miała pokrycie w tekście.\nJEŚLI ODPOWIEDŹ BRZMI \"TO ZALEŻY\":\nTekst jest niejasny, a streszczenie \"zgaduje\" (np. podając konkretny przykład dla ogólnego terminu).\nDECYZJA: Bądź bezpieczny. Usuń zgadywanie. Użyj terminologii z tekstu.\n\nKATEGORIE RYZYKA (szczególna uwaga):\nDaty (start obowiązywania vs start finansowania).\nLiczby (konkretne kwoty muszą wynikać z tekstu).\nPodmioty (kto co robi).\nZakres (co ustawa obejmuje, a czego nie).\n\nINPUT:\n--- SOURCE_TEXT START ---\n[Congressional Bills 118th Congress] [From the U.S. Government Publishing Office] [S. 4041 Introduced in Senate (IS)] <DOC> 118th CONGRESS 2d Session S. 4041 To support local educational agencies in addressing the student mental health crisis. _______________________________________________________________________ IN THE SENATE OF THE UNITED STATES March 21, 2024 Mr. Cornyn (for himself, Ms. Sinema, Mr. Tillis, Mr. Tester, and Ms. Hassan) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and Pensions _______________________________________________________________________ A BILL To support local educational agencies in addressing the student mental health crisis. 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 ``Creating Access and Resources in Education for Student Mental Health Act'' or the ``CARE for Student Mental Health Act''. SEC. 2. PURPOSES. The purposes of this Act are to address the student mental health crisis by-- (1) increasing the number of, and diversifying, school- based mental health services providers; and (2) supporting local educational agencies in recruiting, hiring, retaining, and diversifying school-based mental health services providers to meet the mental health needs of students. SEC. 3. DEFINITIONS. In this Act: (1) ESEA definitions.--The terms ``child with a disability'', ``educational service agency'', ``elementary school'', ``English learner'', ``evidence-based'', ``institution of higher education'', ``local educational agency'', ``other staff'', ``outlying area'', ``paraprofessional'', ``professional development'', ``school leader'', ``secondary school'', ``specialized instructional support personnel'', ``Secretary'', ``State'', and ``State educational agency'' have the meaning given those terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). (2) Eligible institution.--The term ``eligible institution'' means an institution of higher education that offers a program of study in-- (A) school psychology that prepares students in such program for a State credential as a school psychologist; (B) school counseling that prepares students in such program for a State credential as a school counselor; (C) school social work that prepares students in such program for a State credential as a school social worker; (D) another school-based mental health field that prepares students in such program for a State license or credential as a school-based mental health services provider under State law or regulation, as determined by the Secretary; or (E) any combination of study described in subparagraphs (A) through (D) that prepares students in such program for a State credential as a school based mental health services provider. (3) High-need local educational agency.-- (A) In general.--The term ``high-need local educational agency'' means a local educational agency that, as of the date on which an application is submitted for a grant under this Act-- (i)(I) has a locale code of 32, 33, 41, 42, or 43, as determined by the Secretary; or (II) is in the highest quartile of local educational agencies, as determined by the State educational agency, in a ranking of all local educational agencies in the State, ranked in descending order by the number or percentage of children in each such agency counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)); and (ii) does not meet 2 or more of the following ratios: (I) A ratio of 1 full-time equivalent school counselor for every 250 students. (II) A ratio of 1 full-time equivalent school psychologist for every 500 students. (III) A ratio of 1 full-time equivalent school social worker for every 250 students. (B) ESA.--The term ``high-need local educational agency'' includes an educational service agency acting on behalf of 1 or more local educational agencies described in subparagraph (A). (4) Indian tribe.--The term ``Indian tribe'' means any Indian tribe identified as such by the Secretary of the Interior under section 104 of the Federally Recognized Indian Tribe List Act of 1994 (25 U.S.C. 5131). (5) Minority-serving institution.--The term ``minority- serving institution'' means an institution of higher education that is an eligible institution under section 371(a) of the Higher Education Act of 1965 (20 U.S.C. 1067q(a)). (6) School-based mental health partnership.--The term ``school-based mental health partnership'' means a partnership that-- (A) is between an eligible institution and 1 or more local educational agencies; (B) prepares students enrolled in the eligible institution to obtain a State credential as a school- based mental health services provider; and (C) is designed to increase the number or diversity of school-based mental health services providers in schools served by local educational agencies in order to meet recommended ratios of students to full-time equivalent school-based mental health services providers in those schools, such as by-- (i) recruiting, preparing, or respecializing students enrolled in the eligible institution's school-based mental health provider program of study to obtain a State credential as, and to be employed as, a school-based mental health services provider; (ii) expanding supervised opportunities for students enrolled in such program of study to complete required field work, credit hours, internships, or related training in order to meet State credentialing requirements as a school-based mental health services provider in schools served by a local educational agency; and (iii) recruiting and retaining graduates of eligible institutions who have obtained a State credential as a school-based mental health services provider, to provide school-based mental health services related to prevention, early identification, and individualized intervention in schools served by a local educational agency. (7) School-based mental health services provider.--The term ``school-based mental health services provider'' has the meaning given the term in section 4102 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7112). SEC. 4. STRENGTHENING THE PIPELINE OF SCHOOL-BASED MENTAL HEALTH SERVICES PROVIDERS. (a) Purpose.--The purpose of this section is to increase the number or diversity of school counselors, school social workers, school psychologists, and other school-based mental health services providers to serve students enrolled in schools served by local educational agencies. (b) Authorization of Grants.-- (1) In general.--From amounts made available to carry out this section and not reserved under paragraph (2), the Secretary shall award grants, on a competitive basis, to eligible institutions to support school-based mental health partnerships, in accordance with subsection (d). (2) Reservations.--From the total amount made available to carry out this section for any fiscal year, the Secretary shall reserve not more than 2 percent to support program administration, technical assistance, data collection, and dissemination of best practices under this section. (3) Duration and renewals.-- (A) Duration.--A grant awarded under this section shall be for a period of not more than 5 years. (B) Renewal.--The Secretary may renew a grant awarded under this section if the eligible institution demonstrates to the Secretary that the eligible institution is effectively using funds to significantly expand the pipeline of school counselors, school social workers, school psychologists, and other mental health professionals who meet State credentialing standards as a school-based mental health services provider. (4) Geographic diversity.--In awarding grants under paragraph (1), the Secretary shall ensure that, to the extent practicable and in accordance with paragraph (6), grants are distributed among eligible institutions that will serve geographically diverse areas, including urban, suburban, and rural areas. (5) Sufficient size and scope.--Each grant awarded under this section shall be of sufficient size and scope to allow the grantee to carry out the purpose of this section. (6) Priorities.--In awarding grants under paragraph (1), the Secretary shall give priority to-- (A) minority-serving institutions, including historically Black colleges and universities (defined as ``part B institutions'' under section 322 of the Higher Education Act of 1965 (20 U.S.C. 1061) and Tribal Colleges or Universities (as defined in section 316 of such Act (20 U.S.C. 1059c)); and (B) eligible institutions that seek to form a school-based mental health partnership with a high need local educational agency. (7) Timeline.--In carrying out the competitive process described in paragraph (1), the Secretary shall-- (A) to the greatest extent practicable, ensure that an eligible institution receives not less than 90 days to submit an application described in subsection (c); and (B) to the greatest extent practicable, provide technical assistance to eligible institutions and to local educational agencies that are or may be part of a school-based mental health partnership, in applying for grants under this section, including by-- (i) disseminating the application under this section to all State educational agencies and providing guidance, to the extent practicable, to ensure accurate identification of local educational agencies that may participate in a school-based mental health partnership; (ii) supporting eligible institutions in identifying prospective local educational agencies with whom to partner in a school-based mental health partnership that may be supported by a grant under this section; (iii) provide timely notice about the competitive process under this section, on the same day that a notice inviting applications is published in the Federal Register; (iv) making publicly available templates for sample letters of intent described in subsection (c)(5) and model application materials on the same day that a notice inviting applications is published in the Federal Register; and (v) addressing questions or concerns from the field in a timely manner, as well as offering multiple opportunities, webinars, or other efforts to engage eligible institutions and local educational agencies that are or may be part of a school-based mental health partnership with an eligible institution. (c) Application.--An eligible institution applying for a grant under subsection (b)(1) shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require, which shall include-- (1) a description of the prevalent mental health or substance use and misuse concerns facing students enrolled in schools served by local educational agencies that will be part of the school-based mental health partnership (referred to in this section as ``participating local educational agencies''), and, if applicable, challenges related to high rates of chronic absenteeism in those schools; (2) the extent to which the proposed school-based mental health partnership will address the challenges described in paragraph (1); (3) a description of how the eligible institution will increase the number or diversity of school-based mental health services providers in participating local educational agencies through the establishment and operation of a school-based mental health partnership, including a description of such partnership's strategies to-- (A) recruit, prepare, respecialize, retrain, or diversify the students enrolled in school-based mental health programs of study in order to help such students to obtain a State credential and be employed as school- based mental health services providers in schools served by local educational agencies; and (B) provide supervised opportunities to place students enrolled in the eligible institution in schools served by a participating local educational agency to complete required field work, credit hours, internships, or related training to meet State credentialing requirements as a school-based mental health services provider, including a description of the factors the partnership will consider when determining the schools in which to place those students; (4) a description of how the school-based mental health partnership will increase the capacity of participating local educational agencies to provide evidence-based comprehensive school-based mental health services, accessible to all students, to address the concerns described in paragraph (1), and, if applicable, how such services will best meet the diverse population of students to be served; (5) if applicable, a description of how the school-based mental health partnership will collaborate with State, regional, and local public health agencies (including mental health agencies), the State Medicaid agency, child welfare agencies, or other related public and private agencies that provide mental health services to support the activities of the school-based mental health partnership; and (6) a preliminary letter of intent, signed by each eligible institution and each participating local educational agency in the school-based mental health partnership described in paragraph (3), that details the financial, programmatic, and long-term commitment of the institution or agency, with respect to the strategies described in the application. (d) Use of Funds.--An eligible institution that receives a grant under subsection (b)(1) shall use such funds to establish and operate the school-based mental health partnership described in subsection (c)(3) to increase the number or diversity of school-based mental health services providers and support the recruitment, preparation, respecialization, retraining, or diversification of students enrolled in school-based mental health programs of study, in order to help such students to obtain a State credential and be employed as school-based mental health services providers in schools served by local educational agencies, by engaging in 1 or more of the following: (1) Establishing a new, or expanding an existing, program of study in school psychology, school counseling, school social work, or another school-based mental health field that prepares students to obtain a State credential and be employed as a school-based mental health services provider. Funds may be used to-- (A) support recruitment and retention of new or additional faculty; (B) purchase training materials; (C) develop and disseminate materials to recruit potential students; (D) offer financial support to enrolled students; or (E) carry out any other activity necessary to establish or expand such a program of study. (2) Expanding supervised opportunities for students enrolled in school-based mental health programs of study to be placed in schools served by a participating local educational agency in order to complete required field work, credit hours, internships, or related training required to obtain a State credential as a school-based mental health service provider. (3) Developing pathways for staff, particularly diverse and multilingual staff, of local educational agencies to receive necessary education and training to obtain a credential as a school-based mental health services provider. (4) Supporting activities to diversify the school-based mental health services provider workforce, including multilingual school-based mental health services providers. (5) Providing stipends or other financial assistance for students enrolled in school-based mental health programs of study, and supporting required field work, credit hours, internships, or related training in local educational agencies. (6) Supporting collaborations with State, regional, and local public health agencies (such as State substance abuse agencies and State mental health agencies), State Medicaid agencies, community health centers, child welfare agencies, and other related public and private agencies that provide mental health services to support activities under this subsection. (e) Reporting Requirements.-- (1) Annual report.--Each eligible institution that receives a grant under subsection (b)(1) shall submit a public report to the Secretary on an annual basis and publish such report in a clear and easily accessible format on the website of the eligible institution. Such report shall contain, at a minimum, the following information: (A) The number of postsecondary students enrolled in relevant programs of study operated by the eligible institution and any increases in student enrollment or faculty in such programs of study from the prior year. (B) The number of such postsecondary students supported under the grant. (C) If applicable, the number of such eligible institutions that met their goal of increasing the diversity of school-based mental health services providers. (D) The number of such postsecondary students supported under the grant who were placed in a school served by a participating local educational agency-- (i) for training; or (ii) for employment. (E) The ratios of students to full-time equivalent school-based mental health services providers, disaggregated by profession to the extent practicable, at schools served by a participating local educational agency in the school year immediately preceding the first year of the grant and in the most recent year of the grant. (F) The number of school-based mental health services providers employed by participating local educational agencies, disaggregated by the number of such employees who graduated from an eligible institution and obtained a credential as and were placed into employment as a school-based mental health services provider. (2) Secretary's report.--Not later than 3 years after receiving the reports described in paragraph (1), and every 2 years thereafter, the Secretary shall submit a report to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives and make the report publicly available in a clear and easily accessible format on the website of the Department of Education. Such report shall include a summary of the reports submitted by eligible institutions and identify best practices related to-- (A) improving, expanding, and diversifying preparation programs for school counselors, school psychologists, school social workers, and other school- based mental health services providers; and (B) supporting the recruitment and preparation of school-based mental health services providers, including effective respecialization and retraining programs. (f) Disaggregation of Data.--Disaggregation of data shall not be required under this section when the number is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual. (g) Supplement Not Supplant.--Funds made available to an eligible institution through a grant under this section shall be used only to supplement and not supplant, any State, local, or non-Federal funds that would otherwise be used to carry out the activities described under this section. (h) Multiple Grants to Single Institution.--In awarding grants under subsection (b)(1), the Secretary may award multiple grants to a single eligible institution if the Secretary determines that-- (1) the eligible institution submitted a high-quality application for each distinct program of study, such as a program related to school psychology or school social work; and (2) each award would support students enrolled in distinct programs of study in related school-based mental health services fields. (i) Prohibition.--A local educational agency that enters a school- based mental health partnership with an eligible institution that receives funds under this section shall not be eligible to participate in another school-based mental health partnership with another eligible institution that receives funds under this section until the original grant period has ended. (j) Authorization of Appropriations.--There are authorized to be appropriated to carry out this section such sums as may be necessary for each of fiscal years 2025 through 2029. SEC. 5. SCHOOL-BASED MENTAL HEALTH SERVICES GRANT PROGRAM. (a) Purpose.--The purpose of this section is to support high-need local educational agencies in recruiting, hiring, retaining, and diversifying school-based mental health services providers to expand access to school-based mental health services for students enrolled in schools served by such agencies. (b) Authorization of Grants.-- (1) In general.--From amounts made available to carry out this section and not reserved under paragraph (2), the Secretary shall award grants, on a competitive basis, to high- need local educational agencies, in accordance with this section. (2) Reservations.--From the total amount made available to carry out this section for a fiscal year, the Secretary shall-- (A) reserve not more than 2 percent of such amount for program administration, technical assistance, and data collection; (B) reserve 1 percent for the Secretary of the Interior for schools operated or funded by the Bureau of Indian Education, in accordance with the purpose of this section; and (C) reserve 1 percent for allotments for payments to the outlying areas, to be distributed among those outlying areas on the basis of their relative need, as determined by the Secretary, in accordance with the purpose of this section. (3) Duration and renewals.-- (A) Duration.--A grant awarded under this section shall be for a period of not more than 5 years. (B) Renewal.--The Secretary may renew a grant awarded under this section for a period of not more than 2 years. (4) Diversity of projects.-- (A) In general.--Subject to subparagraph (B), in awarding grants under paragraph (1), the Secretary shall ensure that, to the extent practicable, grants are distributed among high-need local educational agencies that will serve geographically diverse areas, including urban, suburban, and rural areas. (B) Rural local educational agencies.--In awarding grants under paragraph (1), the Secretary shall ensure that, to the greatest extent practicable, not less than 30 percent of the amounts made available to carry out this section that remain after making reservations under paragraph (2) are awarded to high-quality applications submitted by high-need local educational agencies to support rural high-need local educational agencies described in section 3(3)(A)(i)(I). (5) Sufficient size and scope.--Each grant awarded under paragraph (1) shall be of sufficient size and scope to allow the high-need local educational agency receiving the grant to carry out the purpose of this section. (6) Timeline.--In carrying out the competitive process under this subsection, the Secretary shall-- (A) to the greatest extent practicable, ensure that high-need local educational agencies have not less 90 days to submit an application; (B) to the greatest extent practicable, send a communication to every high-need local educational agency containing notice of the application and the award deadline; and (C) to the greatest extent practicable, provide technical assistance to high-need local educational agencies, including by-- (i) addressing questions or concerns from the field in a timely manner, as well as offering multiple opportunities, webinars, or other efforts to engage local educational agencies about the application process; and (ii) publishing not less than 3 examples of grant applications from geographically diverse locales, including not less than 1 such example from a rural high-need local educational agency described in section 3(3)(A)(i)(I). (c) Application.--A high-need local educational agency applying for a grant under subsection (b)(1) shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require, which may include-- (1) a description of the prevalent mental health or substance use and misuse concerns facing students enrolled in schools served by the high-need local educational agency, and, if applicable, challenges related to high rates of chronic absenteeism in those schools; (2) a description of the current shortage of school-based mental health services providers in schools served by the high- need local educational agency that will be served under the grant; (3) a description of the applicant's plan to support recruiting, hiring, retaining, or diversifying school-based mental health services providers in schools served by the high- need local educational agency to be served under the grant; (4) if applicable, a description of the high-need local educational agency's plan to increase the capacity of educators, school leaders, school-based mental health services providers, and other relevant staff to address the needs described in paragraph (1); and (5) an assurance that any school-based mental health services provider, including any provider offering telehealth services, provides services in a manner consistent with section 444 of the General Education Provisions Act (20 U.S.C. 1232g; commonly known as the ``Family Educational Rights and Privacy Act of 1974'') and the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), as well as all applicable Federal, State, and local laws. (d) Use of Funds.-- (1) Recruiting, hiring, and retaining school-based mental health services providers.--A high-need local educational agency that receives a grant under subsection (b)(1) shall use such funds to carry out 1 or more of the following: (A) Implementing strategies to recruit school-based mental health services providers in schools served by high-need local educational agencies to help mitigate shortages of such providers, such as-- (i) salary stipends or other financial incentives; (ii) relocation benefits; and (iii) opportunities for continuing professional development. (B) Hiring school-based mental health services providers to-- (i) provide school-based mental health services to students enrolled in schools served by high-need local educational agencies; and (ii) implement evidence-based practices to improve school climate to support positive student mental health. (C) Implementing strategies to retain school-based mental health services providers in schools served by high-need local educational agencies, which may include providing-- (i) incentives described in subparagraph (A); and (ii) ongoing professional development, induction, mentorship, or peer support for school-based mental health services providers. (2) Additional uses.--In addition to the activities described in paragraph (1), a high-need local educational agency that receives a grant under subsection (b)(1) may also use such funds to increase the capacity of the high-need local educational agency to address student needs described in subsection (c)(1), through activities that may include-- (A) providing professional development to school- based mental health services providers, teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, other staff employed by each high-need local educational agency, and to the extent practicable, families, related to-- (i) meeting the needs of students at elevated risk of suicide, mental health concerns, or substance use and misuse; (ii) implementation of evidence-based school-based mental health services with high fidelity, including such services related to-- (I) prevention, early identification, and individualized intervention; (II) addressing substance use and misuse; and (III) preventing and eliminating any existing stigma in accessing such services; (iii) mitigating indirect or secondary trauma experienced by staff employed by the high-need local educational agency and implementing evidence-based programs to promote mental health among such staff; (iv) supporting school-based mental health services providers qualified to support students in languages other than English and children with disabilities; (v) understanding when and how to refer a student to a school-based mental health services provider; (vi) supporting the use of evidence-based practices to address student mental health needs; and (vii) addressing chronic absenteeism; (B) supporting high-need local educational agencies in billing and accessing reimbursements under the Medicaid program under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.) and the Children's Health Insurance Program under title XXI of the Social Security Act (42 U.S.C. 1397aa et seq.); or (C) other activities that support the development and implementation of innovative strategies to increase access to school-based mental health services in schools served by high-need local educational agencies, which may include increasing access to school-based mental health services provided through telehealth, including ensuring any services provided through telehealth are accessible for children with disabilities. (e) Disaggregation of Data.--Disaggregation of data shall not be required under this section when the number is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual. (f) Reporting Requirements.-- (1) Reporting.--Each high-need local educational agency that receives a grant under subsection (b)(1) shall submit a report to the Secretary on an annual basis and publish such report in a clear and easily accessible format on the website of the high-need local educational agency. Such report shall contain any information required by the Secretary and, at a minimum, the following: (A) The number of school-based mental health services providers employed by high-need local educational agencies served under the grant and any increases from the prior year, disaggregated by-- (i) the number of each type of such providers who was recruited, hired, or retained, with support under this grant; and (ii) the demographics of such providers. (B) The ratio of students to school-based mental health services providers in schools served by high- need local educational agencies served under the grant and the extent to which such ratio has decreased since the start of the grant period. (C) The reduction in the annual attrition rate of school-based mental health services providers employed by high-need local educational agencies served under the grant and the extent to which such attrition rate has decreased since the start of the grant period. (D) A description of the strategies used by high- need local educational agencies served under the grant to implement innovative evidenced-based strategies to increase access to school-based mental health services and to improve school climate for students enrolled in schools served by such agencies. (2) Secretary's reports.-- (A) In general.--Not later than 3 years after receiving the reports described in paragraph (1), and every 2 years thereafter, the Secretary shall submit a report to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives that-- (i) includes a summary of the reports submitted by grant recipients under paragraph (1); (ii) identifies effective practices related to the activities supported by the grant program under this section; and (iii) includes an analysis of whether the recipient carried out its plan described in subsection (c)(3). (B) Publicly available.--Not later than 1 month after submitting a report described in subparagraph (A), the Secretary shall publish such report in a clear and easily accessible format on the website of the Department of Education. (g) Authorization of Appropriations.--There are authorized to be appropriated to carry out this section such sums as may be necessary for each of fiscal years 2025 through 2029. SEC. 6. RULE. The requirements of section 4001 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7101) shall apply to an eligible institution, local educational agency, or educational service agency receiving a grant under this Act, or participating in a program that receives funds under this Act, in the same manner as those requirements apply to an entity receiving an award under title IV of such Act. <all>\n--- SOURCE_TEXT END ---\n\n--- FLAGGED_JSON START ---\n{\n  \"pl_ai_title\": \"Więcej psychologów i wsparcia dla zdrowia psychicznego uczniów w szkołach.\",\n  \"pl_summary\": \"Ustawa ma na celu zwiększenie dostępu uczniów do usług zdrowia psychicznego w szkołach poprzez finansowanie programów szkolących nowych specjalistów, takich jak psychologowie i pracownicy socjalni. Obywatele mogą oczekiwać, że ich dzieci będą miały łatwiejszy dostęp do pomocy w zakresie zdrowia psychicznego i uzależnień, zwłaszcza w szkołach o największych potrzebach. Środki te mają również na celu poprawę ogólnego klimatu w szkołach i zmniejszenie braków kadrowych wśród specjalistów.\",\n  \"pl_key_points\": [\n    \"Finansowanie dla uczelni wyższych: Granty na tworzenie lub rozszerzanie programów szkolących psychologów, doradców i pracowników socjalnych, aby zwiększyć liczbę i różnorodność specjalistów dostępnych w szkołach.\",\n    \"Wsparcie dla szkół o wysokich potrzebach: Konkurencyjne granty dla szkół z największymi brakami kadrowymi, przeznaczone na rekrutację, zatrudnianie i utrzymanie specjalistów ds. zdrowia psychicznego (np. poprzez stypendia, dodatki do wynagrodzeń, szkolenia).\",\n    \"Poprawa wskaźników: Celem jest osiągnięcie zalecanych wskaźników liczby uczniów na jednego specjalistę (np. 1 psycholog na 500 uczniów, 1 doradca na 250 uczniów), co oznacza bardziej spersonalizowaną pomoc dla uczniów.\",\n    \"Rozwój kadr: Fundusze mogą być wykorzystane na szkolenia dla nauczycieli i innych pracowników szkoły, aby lepiej identyfikowali i wspierali uczniów zagrożonych samobójstwem, uzależnieniami lub innymi problemami psychicznymi.\"\n  ],\n  \"eng_ai_title\": \"Boosting student mental health: Funding for more school counselors and psychologists.\",\n  \"eng_summary\": \"This Act aims to increase student access to mental health services in schools by funding programs that train new specialists, such as school psychologists and social workers. Citizens can expect their children to have easier access to mental health and substance abuse support, especially in high-need schools. The measures also seek to improve the overall school climate and reduce staff shortages among mental health providers.\",\n  \"eng_key_points\": [\n    \"Funding for Higher Education: Grants for universities to create or expand programs training school psychologists, counselors, and social workers to increase the number and diversity of specialists available in schools.\",\n    \"Support for High-Need Schools: Competitive grants for schools with the greatest staff shortages, dedicated to recruiting, hiring, and retaining mental health providers (e.g., through stipends, salary incentives, and professional development).\",\n    \"Improving Ratios: The goal is to meet recommended student-to-provider ratios (e.g., 1 psychologist per 500 students, 1 counselor per 250 students), meaning more personalized help for students.\",\n    \"Workforce Development: Funds can be used for training teachers and other school staff to better identify and support students at risk of suicide, substance abuse, or other mental health issues.\"\n  ],\n  \"de_ai_title\": \"Mehr Schulpsychologen: Finanzierung für psychische Gesundheit von Schülern.\",\n  \"de_summary\": \"Das Gesetz zielt darauf ab, den Zugang von Schülern zu psychologischen Diensten in Schulen zu verbessern, indem Programme zur Ausbildung neuer Spezialisten, wie Schulpsychologen und Sozialarbeiter, finanziert werden. Bürger können erwarten, dass ihre Kinder leichter Zugang zu Unterstützung bei psychischen Problemen und Sucht erhalten, insbesondere in Schulen mit hohem Bedarf. Die Maßnahmen sollen auch das allgemeine Schulklima verbessern und den Personalmangel bei psychologischen Fachkräften reduzieren.\",\n  \"de_key_points\": [\n    \"Finanzierung für Hochschulen: Zuschüsse für Universitäten zur Schaffung oder Erweiterung von Ausbildungsprogrammen für Schulpsychologen, Berater und Sozialarbeiter, um die Anzahl und Vielfalt der in Schulen verfügbaren Fachkräfte zu erhöhen.\",\n    \"Unterstützung für Schulen mit hohem Bedarf: Wettbewerbsfähige Zuschüsse für Schulen mit dem größten Personalmangel, die für die Rekrutierung, Einstellung und Bindung von Fachkräften für psychische Gesundheit vorgesehen sind (z. B. durch Stipendien, Gehaltszuschläge, Schulungen).\",\n    \"Verbesserung der Betreuungsverhältnisse: Ziel ist es, die empfohlenen Schüler-zu-Betreuer-Verhältnisse zu erreichen (z. B. 1 Psychologe pro 500 Schüler, 1 Berater pro 250 Schüler), was eine individuellere Hilfe für Schüler bedeutet.\",\n    \"Personalentwicklung: Mittel können für die Schulung von Lehrern und anderem Schulpersonal verwendet werden, um Schüler, die von Suizid, Sucht oder anderen psychischen Problemen bedroht sind, besser zu identifizieren und zu unterstützen.\"\n  ],\n  \"fr_ai_title\": \"Soutien à la santé mentale des élèves: Financement pour plus de psychologues scolaires.\",\n  \"fr_summary\": \"Cette loi vise à améliorer l'accès des élèves aux services de santé mentale dans les écoles en finançant des programmes de formation de nouveaux spécialistes, tels que des psychologues scolaires et des travailleurs sociaux. Les citoyens peuvent s'attendre à ce que leurs enfants aient un accès plus facile à l'aide en matière de santé mentale et de toxicomanie, en particulier dans les écoles ayant les plus grands besoins. Ces mesures visent également à améliorer le climat scolaire général et à réduire les pénuries de personnel spécialisé.\",\n  \"fr_key_points\": [\n    \"Financement pour l'enseignement supérieur: Subventions aux universités pour créer ou élargir des programmes de formation de psychologues scolaires, de conseillers et de travailleurs sociaux afin d'augmenter le nombre et la diversité des spécialistes disponibles dans les écoles.\",\n    \"Soutien aux écoles à besoins élevés: Subventions concurrentielles pour les écoles souffrant des plus grandes pénuries de personnel, dédiées au recrutement, à l'embauche et à la rétention des prestataires de services de santé mentale (par exemple, via des allocations, des incitations salariales, des formations continues).\",\n    \"Amélioration des ratios: L'objectif est d'atteindre les ratios élèves/prestataires recommandés (par exemple, 1 psychologue pour 500 élèves, 1 conseiller pour 250 élèves), ce qui signifie une aide plus personnalisée pour les élèves.\",\n    \"Développement des compétences: Les fonds peuvent être utilisés pour former les enseignants et autres membres du personnel scolaire afin qu'ils identifient et soutiennent mieux les élèves à risque de suicide, de toxicomanie ou d'autres problèmes de santé mentale.\"\n  ],\n  \"es_ai_title\": \"Impulso a la salud mental estudiantil: Más psicólogos y consejeros escolares.\",\n  \"es_summary\": \"Esta ley busca aumentar el acceso de los estudiantes a los servicios de salud mental en las escuelas mediante la financiación de programas que capaciten a nuevos especialistas, como psicólogos escolares y trabajadores sociales. Los ciudadanos pueden esperar que sus hijos tengan un acceso más fácil a la ayuda para la salud mental y el abuso de sustancias, especialmente en las escuelas con mayores necesidades. Las medidas también buscan mejorar el clima escolar general y reducir la escasez de personal especializado.\",\n  \"es_key_points\": [\n    \"Financiación para la Educación Superior: Subvenciones para universidades para crear o expandir programas de formación de psicólogos escolares, consejeros y trabajadores sociales para aumentar el número y la diversidad de especialistas disponibles en las escuelas.\",\n    \"Apoyo a Escuelas de Alta Necesidad: Subvenciones competitivas para escuelas con la mayor escasez de personal, dedicadas a reclutar, contratar y retener a proveedores de servicios de salud mental (por ejemplo, a través de estipendios, incentivos salariales y desarrollo profesional).\",\n    \"Mejora de Ratios: El objetivo es alcanzar las proporciones recomendadas de estudiantes por proveedor (por ejemplo, 1 psicólogo por cada 500 estudiantes, 1 consejero por cada 250 estudiantes), lo que significa una ayuda más personalizada para los estudiantes.\",\n    \"Desarrollo de la Fuerza Laboral: Los fondos pueden utilizarse para capacitar a maestros y otro personal escolar para que identifiquen y apoyen mejor a los estudiantes en riesgo de suicidio, abuso de sustancias u otros problemas de salud mental.\"\n  ],\n  \"it_ai_title\": \"Più supporto psicologico scolastico: Finanziamenti per la salute mentale degli studenti.\",\n  \"it_summary\": \"Questa legge mira ad aumentare l'accesso degli studenti ai servizi di salute mentale nelle scuole finanziando programmi che formano nuovi specialisti, come psicologi scolastici e assistenti sociali. I cittadini possono aspettarsi che i loro figli abbiano un accesso più facile all'aiuto per la salute mentale e l'abuso di sostanze, specialmente nelle scuole con maggiori necessità. Le misure mirano anche a migliorare il clima scolastico generale e a ridurre la carenza di personale specializzato.\",\n  \"it_key_points\": [\n    \"Finanziamenti per l'Istruzione Superiore: Sovvenzioni per le università per creare o espandere programmi di formazione per psicologi scolastici, consulenti e assistenti sociali per aumentare il numero e la diversità degli specialisti disponibili nelle scuole.\",\n    \"Sostegno alle Scuole ad Alto Bisogno: Sovvenzioni competitive per le scuole con la maggiore carenza di personale, dedicate al reclutamento, all'assunzione e al mantenimento di fornitori di servizi di salute mentale (ad esempio, tramite stipendi, incentivi salariali e sviluppo professionale continuo).\",\n    \"Miglioramento dei Rapporti: L'obiettivo è raggiungere i rapporti studente-fornitore raccomandati (ad esempio, 1 psicologo ogni 500 studenti, 1 consulente ogni 250 studenti), il che significa un aiuto più personalizzato per gli studenti.\",\n    \"Sviluppo della Forza Lavoro: I fondi possono essere utilizzati per formare insegnanti e altro personale scolastico per identificare e supportare meglio gli studenti a rischio di suicidio, abuso di sostanze o altri problemi di salute mentale.\"\n  ],\n  \"nl_ai_title\": \"Meer schoolpsychologen: Financiering voor mentale gezondheidszorg studenten.\",\n  \"nl_summary\": \"Deze wet is bedoeld om de toegang van studenten tot geestelijke gezondheidszorg op scholen te vergroten door programma's te financieren die nieuwe specialisten, zoals schoolpsychologen en maatschappelijk werkers, opleiden. Burgers kunnen verwachten dat hun kinderen gemakkelijker toegang krijgen tot hulp bij geestelijke gezondheid en middelenmisbruik, vooral op scholen met de grootste behoeften. De maatregelen zijn ook gericht op het verbeteren van het algemene schoolklimaat en het verminderen van personeelstekorten onder gespecialiseerde hulpverleners.\",\n  \"nl_key_points\": [\n    \"Financiering voor Hoger Onderwijs: Subsidies voor universiteiten om opleidingsprogramma's voor schoolpsychologen, counselors en maatschappelijk werkers op te zetten of uit te breiden, om het aantal en de diversiteit van specialisten op scholen te vergroten.\",\n    \"Ondersteuning voor Scholen met Hoge Behoeften: Concurrerende subsidies voor scholen met de grootste personeelstekorten, bestemd voor het werven, aannemen en behouden van geestelijke gezondheidszorgverleners (bijv. via toelagen, salarisstimulansen en professionele ontwikkeling).\",\n    \"Verbetering van Ratio's: Het doel is om de aanbevolen student-tot-hulpverlener-ratio's te bereiken (bijv. 1 psycholoog per 500 studenten, 1 counselor per 250 studenten), wat meer gepersonaliseerde hulp voor studenten betekent.\",\n    \"Personeelsontwikkeling: Fondsen kunnen worden gebruikt voor de opleiding van leraren en ander schoolpersoneel om studenten met risico op zelfmoord, middelenmisbruik of andere psychische problemen beter te identificeren en te ondersteunen.\"\n  ],\n  \"pt_ai_title\": \"Mais psicólogos escolares: Financiamento para saúde mental dos estudantes.\",\n  \"pt_summary\": \"Este ato visa aumentar o acesso dos estudantes a serviços de saúde mental nas escolas, financiando programas que formam novos especialistas, como psicólogos escolares e assistentes sociais. Os cidadãos podem esperar que os seus filhos tenham acesso mais fácil a apoio em saúde mental e abuso de substâncias, especialmente em escolas com maiores necessidades. As medidas também procuram melhorar o clima escolar geral e reduzir a escassez de pessoal especializado.\",\n  \"pt_key_points\": [\n    \"Financiamento para o Ensino Superior: Subsídios para universidades criarem ou expandirem programas de formação de psicólogos escolares, conselheiros e assistentes sociais para aumentar o número e a diversidade de especialistas disponíveis nas escolas.\",\n    \"Apoio a Escolas de Alta Necessidade: Subsídios competitivos para escolas com a maior escassez de pessoal, dedicados ao recrutamento, contratação e retenção de prestadores de serviços de saúde mental (por exemplo, através de estipêndios, incentivos salariais e desenvolvimento profissional).\",\n    \"Melhoria das Proporções: O objetivo é atingir as proporções recomendadas de aluno por prestador (por exemplo, 1 psicólogo por 500 alunos, 1 conselheiro por 250 alunos), o que significa ajuda mais personalizada para os alunos.\",\n    \"Desenvolvimento da Força de Trabalho: Os fundos podem ser usados para treinar professores e outros funcionários escolares para melhor identificar e apoiar alunos em risco de suicídio, abuso de substâncias ou outros problemas de saúde mental.\"\n  ],\n  \"category\": [\n    \"Education\",\n    \"Health\"\n  ]\n}\n--- FLAGGED_JSON END ---\n\nOUTPUT:\nWyłącznie naprawiony obiekt JSON zgodny ze strukturą:\n{\n  \"pl_ai_title\": \"...\", \"pl_summary\": \"...\", \"pl_key_points\": [...],\n  \"eng_ai_title\": \"...\", \"eng_summary\": \"...\", \"eng_key_points\": [...],\n  \"de_ai_title\": \"...\", \"de_summary\": \"...\", \"de_key_points\": [...],\n  \"fr_ai_title\": \"...\", \"fr_summary\": \"...\", \"fr_key_points\": [...],\n  \"es_ai_title\": \"...\", \"es_summary\": \"...\", \"es_key_points\": [...],\n  \"it_ai_title\": \"...\", \"it_summary\": \"...\", \"it_key_points\": [...],\n  \"nl_ai_title\": \"...\", \"nl_summary\": \"...\", \"nl_key_points\": [...],\n  \"pt_ai_title\": \"...\", \"pt_summary\": \"...\", \"pt_key_points\": [...],\n  \"category\": [\"...\"]\n}\n\n",
      "ai_response_raw": "{\n  \"pl_ai_title\": \"Więcej psychologów i wsparcia dla zdrowia psychicznego uczniów w szkołach\",\n  \"pl_summary\": \"Ustawa ma na celu zwiększenie dostępu uczniów do usług zdrowia psychicznego w szkołach poprzez finansowanie programów szkolących nowych specjalistów, takich jak psychologowie i pracownicy socjalni. Obywatele mogą oczekiwać, że ich dzieci będą miały łatwiejszy dostęp do pomocy w zakresie zdrowia psychicznego i uzależnień, zwłaszcza w szkołach o największych potrzebach. Środki te mają również na celu poprawę ogólnego klimatu w szkołach i zmniejszenie braków kadrowych wśród specjalistów.\",\n  \"pl_key_points\": [\n    \"Finansowanie dla uczelni wyższych: Granty na tworzenie lub rozszerzanie programów szkolących psychologów, doradców i pracowników socjalnych, aby zwiększyć liczbę i różnorodność specjalistów dostępnych w szkołach.\",\n    \"Wsparcie dla szkół o wysokich potrzebach: Konkurencyjne granty dla agencji edukacyjnych z największymi brakami kadrowymi, przeznaczone na rekrutację, zatrudnianie i utrzymanie specjalistów ds. zdrowia psychicznego (np. poprzez stypendia, dodatki do wynagrodzeń, szkolenia).\",\n    \"Poprawa wskaźników: Celem jest osiągnięcie zalecanych wskaźników liczby uczniów na jednego specjalistę (np. 1 psycholog na 500 uczniów, 1 doradca na 250 uczniów), co oznacza bardziej spersonalizowaną pomoc dla uczniów.\",\n    \"Rozwój kadr: Fundusze mogą być wykorzystane na szkolenia dla nauczycieli i innych pracowników szkoły, aby lepiej identyfikowali i wspierali uczniów zagrożonych samobójstwem, uzależnieniami lub innymi problemami psychicznymi.\"\n  ],\n  \"eng_ai_title\": \"Boosting student mental health: Funding for more school counselors and psychologists\",\n  \"eng_summary\": \"This Act aims to increase student access to mental health services in schools by funding programs that train new specialists, such as school psychologists and social workers. Citizens can expect their children to have easier access to mental health and substance abuse support, especially in high-need schools. The measures also seek to improve the overall school climate and reduce staff shortages among mental health providers.\",\n  \"eng_key_points\": [\n    \"Funding for Higher Education: Grants for universities to create or expand programs training school psychologists, counselors, and social workers to increase the number and diversity of specialists available in schools.\",\n    \"Support for High-Need Schools: Competitive grants for educational agencies with the greatest staff shortages, dedicated to recruiting, hiring, and retaining mental health providers (e.g., through stipends, salary incentives, and professional development).\",\n    \"Improving Ratios: The goal is to meet recommended student-to-provider ratios (e.g., 1 psychologist per 500 students, 1 counselor per 250 students), meaning more personalized help for students.\",\n    \"Workforce Development: Funds can be used for training teachers and other school staff to better identify and support students at risk of suicide, substance abuse, or other mental health issues.\"\n  ],\n  \"de_ai_title\": \"Mehr Schulpsychologen: Finanzierung für psychische Gesundheit von Schülern\",\n  \"de_summary\": \"Das Gesetz zielt darauf ab, den Zugang von Schülern zu psychologischen Diensten in Schulen zu verbessern, indem Programme zur Ausbildung neuer Spezialisten, wie Schulpsychologen und Sozialarbeiter, finanziert werden. Bürger können erwarten, dass ihre Kinder leichter Zugang zu Unterstützung bei psychischen Problemen und Sucht erhalten, insbesondere in Schulen mit hohem Bedarf. Die Maßnahmen sollen auch das allgemeine Schulklima verbessern und den Personalmangel bei psychologischen Fachkräften reduzieren.\",\n  \"de_key_points\": [\n    \"Finanzierung für Hochschulen: Zuschüsse für Universitäten zur Schaffung oder Erweiterung von Ausbildungsprogrammen für Schulpsychologen, Berater und Sozialarbeiter, um die Anzahl und Vielfalt der in Schulen verfügbaren Fachkräfte zu erhöhen.\",\n    \"Unterstützung für Schulen mit hohem Bedarf: Wettbewerbsfähige Zuschüsse für Bildungsbehörden mit dem größten Personalmangel, die für die Rekrutierung, Einstellung und Bindung von Fachkräften für psychische Gesundheit vorgesehen sind (z. B. durch Stipendien, Gehaltszuschläge, Schulungen).\",\n    \"Verbesserung der Betreuungsverhältnisse: Ziel ist es, die empfohlenen Schüler-zu-Betreuer-Verhältnisse zu erreichen (z. B. 1 Psychologe pro 500 Schüler, 1 Berater pro 250 Schüler), was eine individuellere Hilfe für Schüler bedeutet.\",\n    \"Personalentwicklung: Mittel können für die Schulung von Lehrern und anderem Schulpersonal verwendet werden, um Schüler, die von Suizid, Sucht oder anderen psychischen Problemen bedroht sind, besser zu identifizieren und zu unterstützen.\"\n  ],\n  \"fr_ai_title\": \"Soutien à la santé mentale des élèves: Financement pour plus de psychologues scolaires\",\n  \"fr_summary\": \"Cette loi vise à améliorer l'accès des élèves aux services de santé mentale dans les écoles en finançant des programmes de formation de nouveaux spécialistes, tels que des psychologues scolaires et des travailleurs sociaux. Les citoyens peuvent s'attendre à ce que leurs enfants aient un accès plus facile à l'aide en matière de santé mentale et de toxicomanie, en particulier dans les écoles ayant les plus grands besoins. Ces mesures visent également à améliorer le climat scolaire général et à réduire les pénuries de personnel spécialisé.\",\n  \"fr_key_points\": [\n    \"Financement pour l'enseignement supérieur: Subventions aux universités pour créer ou élargir des programmes de formation de psychologues scolaires, de conseillers et de travailleurs sociaux afin d'augmenter le nombre et la diversité des spécialistes disponibles dans les écoles.\",\n    \"Soutien aux écoles à besoins élevés: Subventions concurrentielles pour les agences éducatives souffrant des plus grandes pénuries de personnel, dédiées au recrutement, à l'embauche et à la rétention des prestataires de services de santé mentale (par exemple, via des allocations, des incitations salariales, des formations continues).\",\n    \"Amélioration des ratios: L'objectif est d'atteindre les ratios élèves/prestataires recommandés (par exemple, 1 psychologue pour 500 élèves, 1 conseiller pour 250 élèves), ce qui signifie une aide plus personnalisée pour les élèves.\",\n    \"Développement des compétences: Les fonds peuvent être utilisés pour former les enseignants et autres membres du personnel scolaire afin qu'ils identifient et soutiennent mieux les élèves à risque de suicide, de toxicomanie ou d'autres problèmes de santé mentale.\"\n  ],\n  \"es_ai_title\": \"Impulso a la salud mental estudiantil: Más psicólogos y consejeros escolares\",\n  \"es_summary\": \"Esta ley busca aumentar el acceso de los estudiantes a los servicios de salud mental en las escuelas mediante la financiación de programas que capaciten a nuevos especialistas, como psicólogos escolares y trabajadores sociales. Los ciudadanos pueden esperar que sus hijos tengan un acceso más fácil a la ayuda para la salud mental y el abuso de sustancias, especialmente en las escuelas con mayores necesidades. Las medidas también buscan mejorar el clima escolar general y reducir la escasez de personal especializado.\",\n  \"es_key_points\": [\n    \"Financiación para la Educación Superior: Subvenciones para universidades para crear o expandir programas de formación de psicólogos escolares, consejeros y trabajadores sociales para aumentar el número y la diversidad de especialistas disponibles en las escuelas.\",\n    \"Apoyo a Escuelas de Alta Necesidad: Subvenciones competitivas para agencias educativas con la mayor escasez de personal, dedicadas a reclutar, contratar y retener a proveedores de servicios de salud mental (por ejemplo, a través de estipendios, incentivos salariales y desarrollo profesional).\",\n    \"Mejora de Ratios: El objetivo es alcanzar las proporciones recomendadas de estudiantes por proveedor (por ejemplo, 1 psicólogo por cada 500 estudiantes, 1 consejero por cada 250 estudiantes), lo que significa una ayuda más personalizada para los estudiantes.\",\n    \"Desarrollo de la Fuerza Laboral: Los fondos pueden utilizarse para capacitar a maestros y otro personal escolar para que identifiquen y apoyen mejor a los estudiantes en riesgo de suicidio, abuso de sustancias u otros problemas de salud mental.\"\n  ],\n  \"it_ai_title\": \"Più supporto psicologico scolastico: Finanziamenti per la salute mentale degli studenti\",\n  \"it_summary\": \"Questa legge mira ad aumentare l'accesso degli studenti ai servizi di salute mentale nelle scuole finanziando programmi che formano nuovi specialisti, come psicologi scolastici e assistenti sociali. I cittadini possono aspettarsi che i loro figli abbiano un accesso più facile all'aiuto per la salute mentale e l'abuso di sostanze, specialmente nelle scuole con maggiori necessità. Le misure mirano anche a migliorare il clima scolastico generale e a ridurre la carenza di personale specializzato.\",\n  \"it_key_points\": [\n    \"Finanziamenti per l'Istruzione Superiore: Sovvenzioni per le università per creare o espandere programmi di formazione per psicologi scolastici, consulenti e assistenti sociali per aumentare il numero e la diversità degli specialisti disponibili nelle scuole.\",\n    \"Sostegno alle Scuole ad Alto Bisogno: Sovvenzioni competitive per le agenzie educative con la maggiore carenza di personale, dedicate al reclutamento, all'assunzione e al mantenimento di fornitori di servizi di salute mentale (ad esempio, tramite stipendi, incentivi salariali e sviluppo professionale continuo).\",\n    \"Miglioramento dei Rapporti: L'obiettivo è raggiungere i rapporti studente-fornitore raccomandati (ad esempio, 1 psicologo ogni 500 studenti, 1 consulente ogni 250 studenti), il che significa un aiuto più personalizzato per gli studenti.\",\n    \"Sviluppo della Forza Lavoro: I fondi possono essere utilizzati per formare insegnanti e altro personale scolastico per identificare e supportare meglio gli studenti a rischio di suicidio, abuso di sostanze o altri problemi di salute mentale.\"\n  ],\n  \"nl_ai_title\": \"Meer schoolpsychologen: Financiering voor mentale gezondheidszorg studenten\",\n  \"nl_summary\": \"Deze wet is bedoeld om de toegang van studenten tot geestelijke gezondheidszorg op scholen te vergroten door programma's te financieren die nieuwe specialisten, zoals schoolpsychologen en maatschappelijk werkers, opleiden. Burgers kunnen verwachten dat hun kinderen gemakkelijker toegang krijgen tot hulp bij geestelijke gezondheid en middelenmisbruik, vooral op scholen met de grootste behoeften. De maatregelen zijn ook gericht op het verbeteren van het algemene schoolklimaat en het verminderen van personeelstekorten onder gespecialiseerde hulpverleners.\",\n  \"nl_key_points\": [\n    \"Financiering voor Hoger Onderwijs: Subsidies voor universiteiten om opleidingsprogramma's voor schoolpsychologen, counselors en maatschappelijk werkers op te zetten of uit te breiden, om het aantal en de diversiteit van specialisten op scholen te vergroten.\",\n    \"Ondersteuning voor Scholen met Hoge Behoeften: Concurrerende subsidies voor onderwijsinstellingen met de grootste personeelstekorten, bestemd voor het werven, aannemen en behouden van geestelijke gezondheidszorgverleners (bijv. via toelagen, salarisstimulansen en professionele ontwikkeling).\",\n    \"Verbetering van Ratio's: Het doel is om de aanbevolen student-tot-hulpverlener-ratio's te bereiken (bijv. 1 psycholoog per 500 studenten, 1 counselor per 250 studenten), wat meer gepersonaliseerde hulp voor studenten betekent.\",\n    \"Personeelsontwikkeling: Fondsen kunnen worden gebruikt voor de opleiding van leraren en ander schoolpersoneel om studenten met risico op zelfmoord, middelenmisbruik of andere psychische problemen beter te identificeren en te ondersteunen.\"\n  ],\n  \"pt_ai_title\": \"Mais psicólogos escolares: Financiamento para saúde mental dos estudantes\",\n  \"pt_summary\": \"Este ato visa aumentar o acesso dos estudantes a serviços de saúde mental nas escolas, financiando programas que formam novos especialistas, como psicólogos escolares e assistentes sociais. Os cidadãos podem esperar que os seus filhos tenham acesso mais fácil a apoio em saúde mental e abuso de substâncias, especialmente em escolas com maiores necessidades. As medidas também procuram melhorar o clima escolar geral e reduzir a escassez de pessoal especializado.\",\n  \"pt_key_points\": [\n    \"Financiamento para o Ensino Superior: Subsídios para universidades criarem ou expandirem programas de formação de psicólogos escolares, conselheiros e assistentes sociais para aumentar o número e a diversidade de especialistas disponíveis nas escolas.\",\n    \"Apoio a Escolas de Alta Necessidade: Subsídios competitivos para agências educacionais com a maior escassez de pessoal, dedicados ao recrutamento, contratação e retenção de prestadores de serviços de saúde mental (por exemplo, através de estipêndios, incentivos salariais e desenvolvimento profissional).\",\n    \"Melhoria das Proporções: O objetivo é atingir as proporções recomendadas de aluno por prestador (por exemplo, 1 psicólogo por 500 alunos, 1 conselheiro por 250 alunos), o que significa ajuda mais personalizada para os alunos.\",\n    \"Desenvolvimento da Força de Trabalho: Os fundos podem ser usados para treinar professores e outros funcionários escolares para melhor identificar e apoiar alunos em risco de suicídio, abuso de substâncias ou outros problemas de saúde mental.\"\n  ],\n  \"category\": [\n    \"Education\",\n    \"Health\"\n  ]\n}"
    },
    {
      "timestamp": "2025-12-30T22:06:34.400Z",
      "source_url": "https://www.congress.gov/118/bills/s4041/BILLS-118s4041is.xml",
      "model": "gemini-flash-lite-latest",
      "prompt_sent": "\nROLE: Fact Checker.\nZADANIE: Porównaj SOURCE (oryginał) i SUMMARY (streszczenie przygotowane przez inne AI).\n\nTwoim celem jest wykrycie \"ZMYŚLONYCH KONKRETÓW\" (Fabricated Entities) w SUMMARY.\n\nSOURCE:\n118 S4041 IS: Creating Access and Resources in Education for Student Mental Health Act U.S. Senate 2024-03-21 text/xml EN Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain. II118th CONGRESS2d SessionS. 4041IN THE SENATE OF THE UNITED STATESMarch 21, 2024Mr. Cornyn (for himself, Ms. Sinema, Mr. Tillis, Mr. Tester, and Ms. Hassan) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and PensionsA BILLTo support local educational agencies in addressing the student mental health crisis.1.Short titleThis Act may be cited as the Creating Access and Resources in Education for Student Mental Health Act or the CARE for Student Mental Health Act.2.PurposesThe purposes of this Act are to address the student mental health crisis by—(1)increasing the number of, and diversifying, school-based mental health services providers; and(2)supporting local educational agencies in recruiting, hiring, retaining, and diversifying school-based mental health services providers to meet the mental health needs of students.3.DefinitionsIn this Act:(1)ESEA DefinitionsThe terms child with a disability, educational service agency, elementary school, English learner, evidence-based, institution of higher education, local educational agency, other staff, outlying area, paraprofessional, professional development, school leader, secondary school, specialized instructional support personnel, Secretary, State, and State educational agency have the meaning given those terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).(2)Eligible institutionThe term eligible institution means an institution of higher education that offers a program of study in—(A)school psychology that prepares students in such program for a State credential as a school psychologist;(B)school counseling that prepares students in such program for a State credential as a school counselor;(C)school social work that prepares students in such program for a State credential as a school social worker;(D)another school-based mental health field that prepares students in such program for a State license or credential as a school-based mental health services provider under State law or regulation, as determined by the Secretary; or(E)any combination of study described in subparagraphs (A) through (D) that prepares students in such program for a State credential as a school based mental health services provider.(3)High-need local educational agency(A)In GeneralThe term high-need local educational agency means a local educational agency that, as of the date on which an application is submitted for a grant under this Act—(i)(I)has a locale code of 32, 33, 41, 42, or 43, as determined by the Secretary; or(II)is in the highest quartile of local educational agencies, as determined by the State educational agency, in a ranking of all local educational agencies in the State, ranked in descending order by the number or percentage of children in each such agency counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)); and(ii)does not meet 2 or more of the following ratios:(I)A ratio of 1 full-time equivalent school counselor for every 250 students.(II)A ratio of 1 full-time equivalent school psychologist for every 500 students.(III)A ratio of 1 full-time equivalent school social worker for every 250 students.(B)ESAThe term high-need local educational agency includes an educational service agency acting on behalf of 1 or more local educational agencies described in subparagraph (A).(4)Indian TribeThe term Indian tribe means any Indian tribe identified as such by the Secretary of the Interior under section 104 of the Federally Recognized Indian Tribe List Act of 1994 (25 U.S.C. 5131). (5)Minority-serving institutionThe term minority-serving institution means an institution of higher education that is an eligible institution under section 371(a) of the Higher Education Act of 1965 (20 U.S.C. 1067q(a)).(6)School-based mental health partnershipThe term school-based mental health partnership means a partnership that—(A)is between an eligible institution and 1 or more local educational agencies;(B)prepares students enrolled in the eligible institution to obtain a State credential as a school-based mental health services provider; and(C)is designed to increase the number or diversity of school-based mental health services providers in schools served by local educational agencies in order to meet recommended ratios of students to full-time equivalent school-based mental health services providers in those schools, such as by—(i)recruiting, preparing, or respecializing students enrolled in the eligible institution’s school-based mental health provider program of study to obtain a State credential as, and to be employed as, a school-based mental health services provider;(ii)expanding supervised opportunities for students enrolled in such program of study to complete required field work, credit hours, internships, or related training in order to meet State credentialing requirements as a school-based mental health services provider in schools served by a local educational agency; and (iii)recruiting and retaining graduates of eligible institutions who have obtained a State credential as a school-based mental health services provider, to provide school-based mental health services related to prevention, early identification, and individualized intervention in schools served by a local educational agency.(7)School-based mental health services providerThe term school-based mental health services provider has the meaning given the term in section 4102 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7112).4.Strengthening the pipeline of school-based mental health services providers(a)PurposeThe purpose of this section is to increase the number or diversity of school counselors, school social workers, school psychologists, and other school-based mental health services providers to serve students enrolled in schools served by local educational agencies.(b)Authorization of grants(1)In generalFrom amounts made available to carry out this section and not reserved under paragraph (2), the Secretary shall award grants, on a competitive basis, to eligible institutions to support school-based mental health partnerships, in accordance with subsection (d).(2)ReservationsFrom the total amount made available to carry out this section for any fiscal year, the Secretary shall reserve not more than 2 percent to support program administration, technical assistance, data collection, and dissemination of best practices under this section.(3)Duration and renewals(A)DurationA grant awarded under this section shall be for a period of not more than 5 years.(B)RenewalThe Secretary may renew a grant awarded under this section if the eligible institution demonstrates to the Secretary that the eligible institution is effectively using funds to significantly expand the pipeline of school counselors, school social workers, school psychologists, and other mental health professionals who meet State credentialing standards as a school-based mental health services provider.(4)Geographic diversityIn awarding grants under paragraph (1), the Secretary shall ensure that, to the extent practicable and in accordance with paragraph (6), grants are distributed among eligible institutions that will serve geographically diverse areas, including urban, suburban, and rural areas.(5)Sufficient size and scopeEach grant awarded under this section shall be of sufficient size and scope to allow the grantee to carry out the purpose of this section.(6)PrioritiesIn awarding grants under paragraph (1), the Secretary shall give priority to—(A)minority-serving institutions, including historically Black colleges and universities (defined as part B institutions under section 322 of the Higher Education Act of 1965 (20 U.S.C. 1061) and Tribal Colleges or Universities (as defined in section 316 of such Act (20 U.S.C. 1059c)); and(B)eligible institutions that seek to form a school-based mental health partnership with a high need local educational agency.(7)TimelineIn carrying out the competitive process described in paragraph (1), the Secretary shall—(A)to the greatest extent practicable, ensure that an eligible institution receives not less than 90 days to submit an application described in subsection (c); and(B)to the greatest extent practicable, provide technical assistance to eligible institutions and to local educational agencies that are or may be part of a school-based mental health partnership, in applying for grants under this section, including by—(i)disseminating the application under this section to all State educational agencies and providing guidance, to the extent practicable, to ensure accurate identification of local educational agencies that may participate in a school-based mental health partnership;(ii)supporting eligible institutions in identifying prospective local educational agencies with whom to partner in a school-based mental health partnership that may be supported by a grant under this section;(iii)provide timely notice about the competitive process under this section, on the same day that a notice inviting applications is published in the Federal Register; (iv)making publicly available templates for sample letters of intent described in subsection (c)(5) and model application materials on the same day that a notice inviting applications is published in the Federal Register; and(v)addressing questions or concerns from the field in a timely manner, as well as offering multiple opportunities, webinars, or other efforts to engage eligible institutions and local educational agencies that are or may be part of a school-based mental health partnership with an eligible institution.(c)ApplicationAn eligible institution applying for a grant under subsection (b)(1) shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require, which shall include—(1)a description of the prevalent mental health or substance use and misuse concerns facing students enrolled in schools served by local educational agencies that will be part of the school-based mental health partnership (referred to in this section as participating local educational agencies), and, if applicable, challenges related to high rates of chronic absenteeism in those schools;(2)the extent to which the proposed school-based mental health partnership will address the challenges described in paragraph (1);(3)a description of how the eligible institution will increase the number or diversity of school-based mental health services providers in participating local educational agencies through the establishment and operation of a school-based mental health partnership, including a description of such partnership’s strategies to—(A)recruit, prepare, respecialize, retrain, or diversify the students enrolled in school-based mental health programs of study in order to help such students to obtain a State credential and be employed as school-based mental health services providers in schools served by local educational agencies; and(B)provide supervised opportunities to place students enrolled in the eligible institution in schools served by a participating local educational agency to complete required field work, credit hours, internships, or related training to meet State credentialing requirements as a school-based mental health services provider, including a description of the factors the partnership will consider when determining the schools in which to place those students;(4)a description of how the school-based mental health partnership will increase the capacity of participating local educational agencies to provide evidence-based comprehensive school-based mental health services, accessible to all students, to address the concerns described in paragraph (1), and, if applicable, how such services will best meet the diverse population of students to be served;(5)if applicable, a description of how the school-based mental health partnership will collaborate with State, regional, and local public health agencies (including mental health agencies), the State Medicaid agency, child welfare agencies, or other related public and private agencies that provide mental health services to support the activities of the school-based mental health partnership; and(6)a preliminary letter of intent, signed by each eligible institution and each participating local educational agency in the school-based mental health partnership described in paragraph (3), that details the financial, programmatic, and long-term commitment of the institution or agency, with respect to the strategies described in the application.(d)Use of fundsAn eligible institution that receives a grant under subsection (b)(1) shall use such funds to establish and operate the school-based mental health partnership described in subsection (c)(3) to increase the number or diversity of school-based mental health services providers and support the recruitment, preparation, respecialization, retraining, or diversification of students enrolled in school-based mental health programs of study, in order to help such students to obtain a State credential and be employed as school-based mental health services providers in schools served by local educational agencies, by engaging in 1 or more of the following:(1)Establishing a new, or expanding an existing, program of study in school psychology, school counseling, school social work, or another school-based mental health field that prepares students to obtain a State credential and be employed as a school-based mental health services provider. Funds may be used to—(A)support recruitment and retention of new or additional faculty;(B)purchase training materials;(C)develop and disseminate materials to recruit potential students;(D)offer financial support to enrolled students; or(E)carry out any other activity necessary to establish or expand such a program of study.(2)Expanding supervised opportunities for students enrolled in school-based mental health programs of study to be placed in schools served by a participating local educational agency in order to complete required field work, credit hours, internships, or related training required to obtain a State credential as a school-based mental health service provider.(3)Developing pathways for staff, particularly diverse and multilingual staff, of local educational agencies to receive necessary education and training to obtain a credential as a school-based mental health services provider.(4)Supporting activities to diversify the school-based mental health services provider workforce, including multilingual school-based mental health services providers.(5)Providing stipends or other financial assistance for students enrolled in school-based mental health programs of study, and supporting required field work, credit hours, internships, or related training in local educational agencies.(6)Supporting collaborations with State, regional, and local public health agencies (such as State substance abuse agencies and State mental health agencies), State Medicaid agencies, community health centers, child welfare agencies, and other related public and private agencies that provide mental health services to support activities under this subsection.(e)Reporting requirements(1)Annual reportEach eligible institution that receives a grant under subsection (b)(1) shall submit a public report to the Secretary on an annual basis and publish such report in a clear and easily accessible format on the website of the eligible institution. Such report shall contain, at a minimum, the following information:(A)The number of postsecondary students enrolled in relevant programs of study operated by the eligible institution and any increases in student enrollment or faculty in such programs of study from the prior year.(B)The number of such postsecondary students supported under the grant.(C)If applicable, the number of such eligible institutions that met their goal of increasing the diversity of school-based mental health services providers. (D)The number of such postsecondary students supported under the grant who were placed in a school served by a participating local educational agency—(i)for training; or (ii)for employment.(E)The ratios of students to full-time equivalent school-based mental health services providers, disaggregated by profession to the extent practicable, at schools served by a participating local educational agency in the school year immediately preceding the first year of the grant and in the most recent year of the grant. (F)The number of school-based mental health services providers employed by participating local educational agencies, disaggregated by the number of such employees who graduated from an eligible institution and obtained a credential as and were placed into employment as a school-based mental health services provider.(2)Secretary’s reportNot later than 3 years after receiving the reports described in paragraph (1), and every 2 years thereafter, the Secretary shall submit a report to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives and make the report publicly available in a clear and easily accessible format on the website of the Department of Education. Such report shall include a summary of the reports submitted by eligible institutions and identify best practices related to—(A)improving, expanding, and diversifying preparation programs for school counselors, school psychologists, school social workers, and other school-based mental health services providers; and(B)supporting the recruitment and preparation of school-based mental health services providers, including effective respecialization and retraining programs.(f)Disaggregation of dataDisaggregation of data shall not be required under this section when the number is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual.(g)Supplement not supplantFunds made available to an eligible institution through a grant under this section shall be used only to supplement and not supplant, any State, local, or non-Federal funds that would otherwise be used to carry out the activities described under this section.(h)Multiple grants to single institutionIn awarding grants under subsection (b)(1), the Secretary may award multiple grants to a single eligible institution if the Secretary determines that—(1)the eligible institution submitted a high-quality application for each distinct program of study, such as a program related to school psychology or school social work; and(2)each award would support students enrolled in distinct programs of study in related school-based mental health services fields.(i)ProhibitionA local educational agency that enters a school-based mental health partnership with an eligible institution that receives funds under this section shall not be eligible to participate in another school-based mental health partnership with another eligible institution that receives funds under this section until the original grant period has ended.(j)Authorization of appropriationsThere are authorized to be appropriated to carry out this section such sums as may be necessary for each of fiscal years 2025 through 2029.5.School-based mental health services grant program(a)PurposeThe purpose of this section is to support high-need local educational agencies in recruiting, hiring, retaining, and diversifying school-based mental health services providers to expand access to school-based mental health services for students enrolled in schools served by such agencies.(b)Authorization of grants(1)In generalFrom amounts made available to carry out this section and not reserved under paragraph (2), the Secretary shall award grants, on a competitive basis, to high-need local educational agencies, in accordance with this section.(2)ReservationsFrom the total amount made available to carry out this section for a fiscal year, the Secretary shall—(A)reserve not more than 2 percent of such amount for program administration, technical assistance, and data collection;(B)reserve 1 percent for the Secretary of the Interior for schools operated or funded by the Bureau of Indian Education, in accordance with the purpose of this section; and(C)reserve 1 percent for allotments for payments to the outlying areas, to be distributed among those outlying areas on the basis of their relative need, as determined by the Secretary, in accordance with the purpose of this section.(3)Duration and renewals(A)DurationA grant awarded under this section shall be for a period of not more than 5 years.(B)RenewalThe Secretary may renew a grant awarded under this section for a period of not more than 2 years.(4)Diversity of projects(A)In generalSubject to subparagraph (B), in awarding grants under paragraph (1), the Secretary shall ensure that, to the extent practicable, grants are distributed among high-need local educational agencies that will serve geographically diverse areas, including urban, suburban, and rural areas.(B)Rural local educational agenciesIn awarding grants under paragraph (1), the Secretary shall ensure that, to the greatest extent practicable, not less than 30 percent of the amounts made available to carry out this section that remain after making reservations under paragraph (2) are awarded to high-quality applications submitted by high-need local educational agencies to support rural high-need local educational agencies described in section 3(3)(A)(i)(I).(5)Sufficient size and scopeEach grant awarded under paragraph (1) shall be of sufficient size and scope to allow the high-need local educational agency receiving the grant to carry out the purpose of this section. (6)TimelineIn carrying out the competitive process under this subsection, the Secretary shall—(A)to the greatest extent practicable, ensure that high-need local educational agencies have not less 90 days to submit an application;(B)to the greatest extent practicable, send a communication to every high-need local educational agency containing notice of the application and the award deadline; and(C)to the greatest extent practicable, provide technical assistance to high-need local educational agencies, including by—(i)addressing questions or concerns from the field in a timely manner, as well as offering multiple opportunities, webinars, or other efforts to engage local educational agencies about the application process; and(ii)publishing not less than 3 examples of grant applications from geographically diverse locales, including not less than 1 such example from a rural high-need local educational agency described in section 3(3)(A)(i)(I). (c)ApplicationA high-need local educational agency applying for a grant under subsection (b)(1) shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require, which may include—(1)a description of the prevalent mental health or substance use and misuse concerns facing students enrolled in schools served by the high-need local educational agency, and, if applicable, challenges related to high rates of chronic absenteeism in those schools;(2)a description of the current shortage of school-based mental health services providers in schools served by the high-need local educational agency that will be served under the grant;(3)a description of the applicant’s plan to support recruiting, hiring, retaining, or diversifying school-based mental health services providers in schools served by the high-need local educational agency to be served under the grant;(4)if applicable, a description of the high-need local educational agency's plan to increase the capacity of educators, school leaders, school-based mental health services providers, and other relevant staff to address the needs described in paragraph (1); and (5)an assurance that any school-based mental health services provider, including any provider offering telehealth services, provides services in a manner consistent with section 444 of the General Education Provisions Act (20 U.S.C. 1232g; commonly known as the Family Educational Rights and Privacy Act of 1974) and the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), as well as all applicable Federal, State, and local laws.(d)Use of funds(1)Recruiting, hiring, and retaining school-based mental health services providersA high-need local educational agency that receives a grant under subsection (b)(1) shall use such funds to carry out 1 or more of the following:(A)Implementing strategies to recruit school-based mental health services providers in schools served by high-need local educational agencies to help mitigate shortages of such providers, such as—(i)salary stipends or other financial incentives;(ii)relocation benefits; and(iii)opportunities for continuing professional development.(B)Hiring school-based mental health services providers to—(i)provide school-based mental health services to students enrolled in schools served by high-need local educational agencies; and(ii)implement evidence-based practices to improve school climate to support positive student mental health.(C)Implementing strategies to retain school-based mental health services providers in schools served by high-need local educational agencies, which may include providing—(i)incentives described in subparagraph (A); and(ii)ongoing professional development, induction, mentorship, or peer support for school-based mental health services providers.(2)Additional usesIn addition to the activities described in paragraph (1), a high-need local educational agency that receives a grant under subsection (b)(1) may also use such funds to increase the capacity of the high-need local educational agency to address student needs described in subsection (c)(1), through activities that may include—(A)providing professional development to school-based mental health services providers, teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, other staff employed by each high-need local educational agency, and to the extent practicable, families, related to—(i)meeting the needs of students at elevated risk of suicide, mental health concerns, or substance use and misuse;(ii)implementation of evidence-based school-based mental health services with high fidelity, including such services related to—(I)prevention, early identification, and individualized intervention;(II)addressing substance use and misuse; and(III)preventing and eliminating any existing stigma in accessing such services;(iii)mitigating indirect or secondary trauma experienced by staff employed by the high-need local educational agency and implementing evidence-based programs to promote mental health among such staff;(iv)supporting school-based mental health services providers qualified to support students in languages other than English and children with disabilities;(v)understanding when and how to refer a student to a school-based mental health services provider;(vi)supporting the use of evidence-based practices to address student mental health needs; and(vii)addressing chronic absenteeism;(B)supporting high-need local educational agencies in billing and accessing reimbursements under the Medicaid program under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.) and the Children’s Health Insurance Program under title XXI of the Social Security Act (42 U.S.C. 1397aa et seq.); or(C)other activities that support the development and implementation of innovative strategies to increase access to school-based mental health services in schools served by high-need local educational agencies, which may include increasing access to school-based mental health services provided through telehealth, including ensuring any services provided through telehealth are accessible for children with disabilities.(e)Disaggregation of dataDisaggregation of data shall not be required under this section when the number is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual.(f)Reporting requirements(1)ReportingEach high-need local educational agency that receives a grant under subsection (b)(1) shall submit a report to the Secretary on an annual basis and publish such report in a clear and easily accessible format on the website of the high-need local educational agency. Such report shall contain any information required by the Secretary and, at a minimum, the following:(A)The number of school-based mental health services providers employed by high-need local educational agencies served under the grant and any increases from the prior year, disaggregated by—(i)the number of each type of such providers who was recruited, hired, or retained, with support under this grant; and(ii)the demographics of such providers.(B)The ratio of students to school-based mental health services providers in schools served by high-need local educational agencies served under the grant and the extent to which such ratio has decreased since the start of the grant period.(C)The reduction in the annual attrition rate of school-based mental health services providers employed by high-need local educational agencies served under the grant and the extent to which such attrition rate has decreased since the start of the grant period.(D)A description of the strategies used by high-need local educational agencies served under the grant to implement innovative evidenced-based strategies to increase access to school-based mental health services and to improve school climate for students enrolled in schools served by such agencies.(2)Secretary’s reports(A)In generalNot later than 3 years after receiving the reports described in paragraph (1), and every 2 years thereafter, the Secretary shall submit a report to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives that—(i)includes a summary of the reports submitted by grant recipients under paragraph (1);(ii)identifies effective practices related to the activities supported by the grant program under this section; and(iii)includes an analysis of whether the recipient carried out its plan described in subsection (c)(3). (B)Publicly availableNot later than 1 month after submitting a report described in subparagraph (A), the Secretary shall publish such report in a clear and easily accessible format on the website of the Department of Education.(g)Authorization of appropriationsThere are authorized to be appropriated to carry out this section such sums as may be necessary for each of fiscal years 2025 through 2029.6.RuleThe requirements of section 4001 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7101) shall apply to an eligible institution, local educational agency, or educational service agency receiving a grant under this Act, or participating in a program that receives funds under this Act, in the same manner as those requirements apply to an entity receiving an award under title IV of such Act.\n\nSUMMARY TO EVALUATE:\nTitle: Boosting student mental health: Funding for more school counselors and psychologists.\nSummary: This Act aims to increase student access to mental health services in schools by funding programs that train new specialists, such as school psychologists and social workers. Citizens can expect their children to have easier access to mental health and substance abuse support, especially in high-need schools. The measures also seek to improve the overall school climate and reduce staff shortages among mental health providers.\nKey Points: Funding for Higher Education: Grants for universities to create or expand programs training school psychologists, counselors, and social workers to increase the number and diversity of specialists available in schools., Support for High-Need Schools: Competitive grants for schools with the greatest staff shortages, dedicated to recruiting, hiring, and retaining mental health providers (e.g., through stipends, salary incentives, and professional development)., Improving Ratios: The goal is to meet recommended student-to-provider ratios (e.g., 1 psychologist per 500 students, 1 counselor per 250 students), meaning more personalized help for students., Workforce Development: Funds can be used for training teachers and other school staff to better identify and support students at risk of suicide, substance abuse, or other mental health issues.\n\nZASADY OCENY:\n1. Sprawdź wszystkie LICZBY, DATY i KWOTY w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n2. Sprawdź wszystkie NAZWISKA, ORGANIZACJE i MIEJSCA w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n3. Sprawdź wszystkie konkretne DZIAŁANIA PRAWNE . Jeśli tego mechanizmu nie ma w SOURCE -> is_valid: false.\n\nWAŻNE: Abstrakcyjne pojęcia (np. \"transparentność\", \"zaufanie\") są dozwolone jako wnioski.\n\nOUTPUT (JSON):\n{\n  \"is_valid\": true/false,\n  \"issue\": \"fabricated_entity\" / \"contradiction\" / \"none\"\n}\n\nWYMAGANIA FORMATOWANIA:\n1. Odpowiedz WYŁĄCZNIE surowym obiektem JSON.\n2. NIE używaj bloków kodu Markdown.\n3. NIE dodawaj żadnych wstępów ani wyjaśnień przed ani po JSONie.\n4. JSON musi być poprawny i gotowy do parsowania.\n\n",
      "ai_response_raw": "{\n  \"is_valid\": false,\n  \"issue\": \"fabricated_entity\"\n}"
    },
    {
      "timestamp": "2025-12-30T15:34:30.838Z",
      "source_url": "https://www.congress.gov/118/bills/s4041/BILLS-118s4041is.xml",
      "model": "gemini-flash-latest",
      "prompt_sent": "\nJesteś ekspertem od prawa Stanów Zjednoczonych, który ma za zadanie analizować dokumenty ustaw, uchwał oraz innych dokumentów legislacyjnych, a następnie przygotowywać z nich informacje w przystępny sposób dla obywateli. Twoim celem jest przedstawienie informacji tak, aby obywatele mogli sami ocenić wpływ legislacji na ich życie, nawet bez posiadania specjalistycznej wiedzy legislacyjnej. Skup się na faktach i konsekwencjach wprowadzanych zmian, unikając wartościowania i osobistych opinii. Wszelki żargon prawny jest zabroniony. Prezentuj informacje w jasny, zwięzły i angażujący sposób, tak aby były zrozumiałe dla osoby bez wykształcenia prawniczego. Unikaj długich, złożonych zdań. Zamiast pisać \"projekt ma na celu nowelizację kodeksu podatkowego...\", napisz \"Zmiany w podatkach: nowe ulgi i obowiązki dla...\". Kontynuuj swoją pracę, dopóki nie rozwiążesz swojego zadania. Jeśli nie masz pewności co do generowanej treści, przeanalizuj dokument ponownie – nie zgaduj. Rozplanuj dobrze swoje zadanie przed przystąpieniem do niego. W podsumowaniu i kluczowych punktach, jeśli to możliwe i uzasadnione, podkreśl, jakie konkretne korzyści lub konsekwencje (pozytywne lub negatywne) wprowadza ustawa dla życia codziennego obywateli, ich praw i obowiązków, finansów osobistych, bezpieczeństwa i innych ważnych kwestii.\n\nTwoja odpowiedź MUSI być w formacie JSON - i zawierać następujące klucze.\nZanim zwrócisz odpowiedź, dokładnie zweryfikuj, czy cała struktura JSON jest w 100% poprawna, włącznie ze wszystkimi przecinkami, nawiasami klamrowymi, kwadratowymi oraz cudzysłowami. Błędny JSON jest nieakceptowalny i uniemożliwi przetworzenie Twojej pracy.\n\nPrzeanalizuj dokładnie poniższy tekst dokumentu prawnego. To jest treść, na podstawie której masz wygenerować podsumowanie i kluczowe punkty:\n--- POCZĄTEK DOKUMENTU ---\n118 S4041 IS: Creating Access and Resources in Education for Student Mental Health Act U.S. Senate 2024-03-21 text/xml EN Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain. II118th CONGRESS2d SessionS. 4041IN THE SENATE OF THE UNITED STATESMarch 21, 2024Mr. Cornyn (for himself, Ms. Sinema, Mr. Tillis, Mr. Tester, and Ms. Hassan) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and PensionsA BILLTo support local educational agencies in addressing the student mental health crisis.1.Short titleThis Act may be cited as the Creating Access and Resources in Education for Student Mental Health Act or the CARE for Student Mental Health Act.2.PurposesThe purposes of this Act are to address the student mental health crisis by—(1)increasing the number of, and diversifying, school-based mental health services providers; and(2)supporting local educational agencies in recruiting, hiring, retaining, and diversifying school-based mental health services providers to meet the mental health needs of students.3.DefinitionsIn this Act:(1)ESEA DefinitionsThe terms child with a disability, educational service agency, elementary school, English learner, evidence-based, institution of higher education, local educational agency, other staff, outlying area, paraprofessional, professional development, school leader, secondary school, specialized instructional support personnel, Secretary, State, and State educational agency have the meaning given those terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).(2)Eligible institutionThe term eligible institution means an institution of higher education that offers a program of study in—(A)school psychology that prepares students in such program for a State credential as a school psychologist;(B)school counseling that prepares students in such program for a State credential as a school counselor;(C)school social work that prepares students in such program for a State credential as a school social worker;(D)another school-based mental health field that prepares students in such program for a State license or credential as a school-based mental health services provider under State law or regulation, as determined by the Secretary; or(E)any combination of study described in subparagraphs (A) through (D) that prepares students in such program for a State credential as a school based mental health services provider.(3)High-need local educational agency(A)In GeneralThe term high-need local educational agency means a local educational agency that, as of the date on which an application is submitted for a grant under this Act—(i)(I)has a locale code of 32, 33, 41, 42, or 43, as determined by the Secretary; or(II)is in the highest quartile of local educational agencies, as determined by the State educational agency, in a ranking of all local educational agencies in the State, ranked in descending order by the number or percentage of children in each such agency counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)); and(ii)does not meet 2 or more of the following ratios:(I)A ratio of 1 full-time equivalent school counselor for every 250 students.(II)A ratio of 1 full-time equivalent school psychologist for every 500 students.(III)A ratio of 1 full-time equivalent school social worker for every 250 students.(B)ESAThe term high-need local educational agency includes an educational service agency acting on behalf of 1 or more local educational agencies described in subparagraph (A).(4)Indian TribeThe term Indian tribe means any Indian tribe identified as such by the Secretary of the Interior under section 104 of the Federally Recognized Indian Tribe List Act of 1994 (25 U.S.C. 5131). (5)Minority-serving institutionThe term minority-serving institution means an institution of higher education that is an eligible institution under section 371(a) of the Higher Education Act of 1965 (20 U.S.C. 1067q(a)).(6)School-based mental health partnershipThe term school-based mental health partnership means a partnership that—(A)is between an eligible institution and 1 or more local educational agencies;(B)prepares students enrolled in the eligible institution to obtain a State credential as a school-based mental health services provider; and(C)is designed to increase the number or diversity of school-based mental health services providers in schools served by local educational agencies in order to meet recommended ratios of students to full-time equivalent school-based mental health services providers in those schools, such as by—(i)recruiting, preparing, or respecializing students enrolled in the eligible institution’s school-based mental health provider program of study to obtain a State credential as, and to be employed as, a school-based mental health services provider;(ii)expanding supervised opportunities for students enrolled in such program of study to complete required field work, credit hours, internships, or related training in order to meet State credentialing requirements as a school-based mental health services provider in schools served by a local educational agency; and (iii)recruiting and retaining graduates of eligible institutions who have obtained a State credential as a school-based mental health services provider, to provide school-based mental health services related to prevention, early identification, and individualized intervention in schools served by a local educational agency.(7)School-based mental health services providerThe term school-based mental health services provider has the meaning given the term in section 4102 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7112).4.Strengthening the pipeline of school-based mental health services providers(a)PurposeThe purpose of this section is to increase the number or diversity of school counselors, school social workers, school psychologists, and other school-based mental health services providers to serve students enrolled in schools served by local educational agencies.(b)Authorization of grants(1)In generalFrom amounts made available to carry out this section and not reserved under paragraph (2), the Secretary shall award grants, on a competitive basis, to eligible institutions to support school-based mental health partnerships, in accordance with subsection (d).(2)ReservationsFrom the total amount made available to carry out this section for any fiscal year, the Secretary shall reserve not more than 2 percent to support program administration, technical assistance, data collection, and dissemination of best practices under this section.(3)Duration and renewals(A)DurationA grant awarded under this section shall be for a period of not more than 5 years.(B)RenewalThe Secretary may renew a grant awarded under this section if the eligible institution demonstrates to the Secretary that the eligible institution is effectively using funds to significantly expand the pipeline of school counselors, school social workers, school psychologists, and other mental health professionals who meet State credentialing standards as a school-based mental health services provider.(4)Geographic diversityIn awarding grants under paragraph (1), the Secretary shall ensure that, to the extent practicable and in accordance with paragraph (6), grants are distributed among eligible institutions that will serve geographically diverse areas, including urban, suburban, and rural areas.(5)Sufficient size and scopeEach grant awarded under this section shall be of sufficient size and scope to allow the grantee to carry out the purpose of this section.(6)PrioritiesIn awarding grants under paragraph (1), the Secretary shall give priority to—(A)minority-serving institutions, including historically Black colleges and universities (defined as part B institutions under section 322 of the Higher Education Act of 1965 (20 U.S.C. 1061) and Tribal Colleges or Universities (as defined in section 316 of such Act (20 U.S.C. 1059c)); and(B)eligible institutions that seek to form a school-based mental health partnership with a high need local educational agency.(7)TimelineIn carrying out the competitive process described in paragraph (1), the Secretary shall—(A)to the greatest extent practicable, ensure that an eligible institution receives not less than 90 days to submit an application described in subsection (c); and(B)to the greatest extent practicable, provide technical assistance to eligible institutions and to local educational agencies that are or may be part of a school-based mental health partnership, in applying for grants under this section, including by—(i)disseminating the application under this section to all State educational agencies and providing guidance, to the extent practicable, to ensure accurate identification of local educational agencies that may participate in a school-based mental health partnership;(ii)supporting eligible institutions in identifying prospective local educational agencies with whom to partner in a school-based mental health partnership that may be supported by a grant under this section;(iii)provide timely notice about the competitive process under this section, on the same day that a notice inviting applications is published in the Federal Register; (iv)making publicly available templates for sample letters of intent described in subsection (c)(5) and model application materials on the same day that a notice inviting applications is published in the Federal Register; and(v)addressing questions or concerns from the field in a timely manner, as well as offering multiple opportunities, webinars, or other efforts to engage eligible institutions and local educational agencies that are or may be part of a school-based mental health partnership with an eligible institution.(c)ApplicationAn eligible institution applying for a grant under subsection (b)(1) shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require, which shall include—(1)a description of the prevalent mental health or substance use and misuse concerns facing students enrolled in schools served by local educational agencies that will be part of the school-based mental health partnership (referred to in this section as participating local educational agencies), and, if applicable, challenges related to high rates of chronic absenteeism in those schools;(2)the extent to which the proposed school-based mental health partnership will address the challenges described in paragraph (1);(3)a description of how the eligible institution will increase the number or diversity of school-based mental health services providers in participating local educational agencies through the establishment and operation of a school-based mental health partnership, including a description of such partnership’s strategies to—(A)recruit, prepare, respecialize, retrain, or diversify the students enrolled in school-based mental health programs of study in order to help such students to obtain a State credential and be employed as school-based mental health services providers in schools served by local educational agencies; and(B)provide supervised opportunities to place students enrolled in the eligible institution in schools served by a participating local educational agency to complete required field work, credit hours, internships, or related training to meet State credentialing requirements as a school-based mental health services provider, including a description of the factors the partnership will consider when determining the schools in which to place those students;(4)a description of how the school-based mental health partnership will increase the capacity of participating local educational agencies to provide evidence-based comprehensive school-based mental health services, accessible to all students, to address the concerns described in paragraph (1), and, if applicable, how such services will best meet the diverse population of students to be served;(5)if applicable, a description of how the school-based mental health partnership will collaborate with State, regional, and local public health agencies (including mental health agencies), the State Medicaid agency, child welfare agencies, or other related public and private agencies that provide mental health services to support the activities of the school-based mental health partnership; and(6)a preliminary letter of intent, signed by each eligible institution and each participating local educational agency in the school-based mental health partnership described in paragraph (3), that details the financial, programmatic, and long-term commitment of the institution or agency, with respect to the strategies described in the application.(d)Use of fundsAn eligible institution that receives a grant under subsection (b)(1) shall use such funds to establish and operate the school-based mental health partnership described in subsection (c)(3) to increase the number or diversity of school-based mental health services providers and support the recruitment, preparation, respecialization, retraining, or diversification of students enrolled in school-based mental health programs of study, in order to help such students to obtain a State credential and be employed as school-based mental health services providers in schools served by local educational agencies, by engaging in 1 or more of the following:(1)Establishing a new, or expanding an existing, program of study in school psychology, school counseling, school social work, or another school-based mental health field that prepares students to obtain a State credential and be employed as a school-based mental health services provider. Funds may be used to—(A)support recruitment and retention of new or additional faculty;(B)purchase training materials;(C)develop and disseminate materials to recruit potential students;(D)offer financial support to enrolled students; or(E)carry out any other activity necessary to establish or expand such a program of study.(2)Expanding supervised opportunities for students enrolled in school-based mental health programs of study to be placed in schools served by a participating local educational agency in order to complete required field work, credit hours, internships, or related training required to obtain a State credential as a school-based mental health service provider.(3)Developing pathways for staff, particularly diverse and multilingual staff, of local educational agencies to receive necessary education and training to obtain a credential as a school-based mental health services provider.(4)Supporting activities to diversify the school-based mental health services provider workforce, including multilingual school-based mental health services providers.(5)Providing stipends or other financial assistance for students enrolled in school-based mental health programs of study, and supporting required field work, credit hours, internships, or related training in local educational agencies.(6)Supporting collaborations with State, regional, and local public health agencies (such as State substance abuse agencies and State mental health agencies), State Medicaid agencies, community health centers, child welfare agencies, and other related public and private agencies that provide mental health services to support activities under this subsection.(e)Reporting requirements(1)Annual reportEach eligible institution that receives a grant under subsection (b)(1) shall submit a public report to the Secretary on an annual basis and publish such report in a clear and easily accessible format on the website of the eligible institution. Such report shall contain, at a minimum, the following information:(A)The number of postsecondary students enrolled in relevant programs of study operated by the eligible institution and any increases in student enrollment or faculty in such programs of study from the prior year.(B)The number of such postsecondary students supported under the grant.(C)If applicable, the number of such eligible institutions that met their goal of increasing the diversity of school-based mental health services providers. (D)The number of such postsecondary students supported under the grant who were placed in a school served by a participating local educational agency—(i)for training; or (ii)for employment.(E)The ratios of students to full-time equivalent school-based mental health services providers, disaggregated by profession to the extent practicable, at schools served by a participating local educational agency in the school year immediately preceding the first year of the grant and in the most recent year of the grant. (F)The number of school-based mental health services providers employed by participating local educational agencies, disaggregated by the number of such employees who graduated from an eligible institution and obtained a credential as and were placed into employment as a school-based mental health services provider.(2)Secretary’s reportNot later than 3 years after receiving the reports described in paragraph (1), and every 2 years thereafter, the Secretary shall submit a report to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives and make the report publicly available in a clear and easily accessible format on the website of the Department of Education. Such report shall include a summary of the reports submitted by eligible institutions and identify best practices related to—(A)improving, expanding, and diversifying preparation programs for school counselors, school psychologists, school social workers, and other school-based mental health services providers; and(B)supporting the recruitment and preparation of school-based mental health services providers, including effective respecialization and retraining programs.(f)Disaggregation of dataDisaggregation of data shall not be required under this section when the number is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual.(g)Supplement not supplantFunds made available to an eligible institution through a grant under this section shall be used only to supplement and not supplant, any State, local, or non-Federal funds that would otherwise be used to carry out the activities described under this section.(h)Multiple grants to single institutionIn awarding grants under subsection (b)(1), the Secretary may award multiple grants to a single eligible institution if the Secretary determines that—(1)the eligible institution submitted a high-quality application for each distinct program of study, such as a program related to school psychology or school social work; and(2)each award would support students enrolled in distinct programs of study in related school-based mental health services fields.(i)ProhibitionA local educational agency that enters a school-based mental health partnership with an eligible institution that receives funds under this section shall not be eligible to participate in another school-based mental health partnership with another eligible institution that receives funds under this section until the original grant period has ended.(j)Authorization of appropriationsThere are authorized to be appropriated to carry out this section such sums as may be necessary for each of fiscal years 2025 through 2029.5.School-based mental health services grant program(a)PurposeThe purpose of this section is to support high-need local educational agencies in recruiting, hiring, retaining, and diversifying school-based mental health services providers to expand access to school-based mental health services for students enrolled in schools served by such agencies.(b)Authorization of grants(1)In generalFrom amounts made available to carry out this section and not reserved under paragraph (2), the Secretary shall award grants, on a competitive basis, to high-need local educational agencies, in accordance with this section.(2)ReservationsFrom the total amount made available to carry out this section for a fiscal year, the Secretary shall—(A)reserve not more than 2 percent of such amount for program administration, technical assistance, and data collection;(B)reserve 1 percent for the Secretary of the Interior for schools operated or funded by the Bureau of Indian Education, in accordance with the purpose of this section; and(C)reserve 1 percent for allotments for payments to the outlying areas, to be distributed among those outlying areas on the basis of their relative need, as determined by the Secretary, in accordance with the purpose of this section.(3)Duration and renewals(A)DurationA grant awarded under this section shall be for a period of not more than 5 years.(B)RenewalThe Secretary may renew a grant awarded under this section for a period of not more than 2 years.(4)Diversity of projects(A)In generalSubject to subparagraph (B), in awarding grants under paragraph (1), the Secretary shall ensure that, to the extent practicable, grants are distributed among high-need local educational agencies that will serve geographically diverse areas, including urban, suburban, and rural areas.(B)Rural local educational agenciesIn awarding grants under paragraph (1), the Secretary shall ensure that, to the greatest extent practicable, not less than 30 percent of the amounts made available to carry out this section that remain after making reservations under paragraph (2) are awarded to high-quality applications submitted by high-need local educational agencies to support rural high-need local educational agencies described in section 3(3)(A)(i)(I).(5)Sufficient size and scopeEach grant awarded under paragraph (1) shall be of sufficient size and scope to allow the high-need local educational agency receiving the grant to carry out the purpose of this section. (6)TimelineIn carrying out the competitive process under this subsection, the Secretary shall—(A)to the greatest extent practicable, ensure that high-need local educational agencies have not less 90 days to submit an application;(B)to the greatest extent practicable, send a communication to every high-need local educational agency containing notice of the application and the award deadline; and(C)to the greatest extent practicable, provide technical assistance to high-need local educational agencies, including by—(i)addressing questions or concerns from the field in a timely manner, as well as offering multiple opportunities, webinars, or other efforts to engage local educational agencies about the application process; and(ii)publishing not less than 3 examples of grant applications from geographically diverse locales, including not less than 1 such example from a rural high-need local educational agency described in section 3(3)(A)(i)(I). (c)ApplicationA high-need local educational agency applying for a grant under subsection (b)(1) shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require, which may include—(1)a description of the prevalent mental health or substance use and misuse concerns facing students enrolled in schools served by the high-need local educational agency, and, if applicable, challenges related to high rates of chronic absenteeism in those schools;(2)a description of the current shortage of school-based mental health services providers in schools served by the high-need local educational agency that will be served under the grant;(3)a description of the applicant’s plan to support recruiting, hiring, retaining, or diversifying school-based mental health services providers in schools served by the high-need local educational agency to be served under the grant;(4)if applicable, a description of the high-need local educational agency's plan to increase the capacity of educators, school leaders, school-based mental health services providers, and other relevant staff to address the needs described in paragraph (1); and (5)an assurance that any school-based mental health services provider, including any provider offering telehealth services, provides services in a manner consistent with section 444 of the General Education Provisions Act (20 U.S.C. 1232g; commonly known as the Family Educational Rights and Privacy Act of 1974) and the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), as well as all applicable Federal, State, and local laws.(d)Use of funds(1)Recruiting, hiring, and retaining school-based mental health services providersA high-need local educational agency that receives a grant under subsection (b)(1) shall use such funds to carry out 1 or more of the following:(A)Implementing strategies to recruit school-based mental health services providers in schools served by high-need local educational agencies to help mitigate shortages of such providers, such as—(i)salary stipends or other financial incentives;(ii)relocation benefits; and(iii)opportunities for continuing professional development.(B)Hiring school-based mental health services providers to—(i)provide school-based mental health services to students enrolled in schools served by high-need local educational agencies; and(ii)implement evidence-based practices to improve school climate to support positive student mental health.(C)Implementing strategies to retain school-based mental health services providers in schools served by high-need local educational agencies, which may include providing—(i)incentives described in subparagraph (A); and(ii)ongoing professional development, induction, mentorship, or peer support for school-based mental health services providers.(2)Additional usesIn addition to the activities described in paragraph (1), a high-need local educational agency that receives a grant under subsection (b)(1) may also use such funds to increase the capacity of the high-need local educational agency to address student needs described in subsection (c)(1), through activities that may include—(A)providing professional development to school-based mental health services providers, teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, other staff employed by each high-need local educational agency, and to the extent practicable, families, related to—(i)meeting the needs of students at elevated risk of suicide, mental health concerns, or substance use and misuse;(ii)implementation of evidence-based school-based mental health services with high fidelity, including such services related to—(I)prevention, early identification, and individualized intervention;(II)addressing substance use and misuse; and(III)preventing and eliminating any existing stigma in accessing such services;(iii)mitigating indirect or secondary trauma experienced by staff employed by the high-need local educational agency and implementing evidence-based programs to promote mental health among such staff;(iv)supporting school-based mental health services providers qualified to support students in languages other than English and children with disabilities;(v)understanding when and how to refer a student to a school-based mental health services provider;(vi)supporting the use of evidence-based practices to address student mental health needs; and(vii)addressing chronic absenteeism;(B)supporting high-need local educational agencies in billing and accessing reimbursements under the Medicaid program under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.) and the Children’s Health Insurance Program under title XXI of the Social Security Act (42 U.S.C. 1397aa et seq.); or(C)other activities that support the development and implementation of innovative strategies to increase access to school-based mental health services in schools served by high-need local educational agencies, which may include increasing access to school-based mental health services provided through telehealth, including ensuring any services provided through telehealth are accessible for children with disabilities.(e)Disaggregation of dataDisaggregation of data shall not be required under this section when the number is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual.(f)Reporting requirements(1)ReportingEach high-need local educational agency that receives a grant under subsection (b)(1) shall submit a report to the Secretary on an annual basis and publish such report in a clear and easily accessible format on the website of the high-need local educational agency. Such report shall contain any information required by the Secretary and, at a minimum, the following:(A)The number of school-based mental health services providers employed by high-need local educational agencies served under the grant and any increases from the prior year, disaggregated by—(i)the number of each type of such providers who was recruited, hired, or retained, with support under this grant; and(ii)the demographics of such providers.(B)The ratio of students to school-based mental health services providers in schools served by high-need local educational agencies served under the grant and the extent to which such ratio has decreased since the start of the grant period.(C)The reduction in the annual attrition rate of school-based mental health services providers employed by high-need local educational agencies served under the grant and the extent to which such attrition rate has decreased since the start of the grant period.(D)A description of the strategies used by high-need local educational agencies served under the grant to implement innovative evidenced-based strategies to increase access to school-based mental health services and to improve school climate for students enrolled in schools served by such agencies.(2)Secretary’s reports(A)In generalNot later than 3 years after receiving the reports described in paragraph (1), and every 2 years thereafter, the Secretary shall submit a report to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives that—(i)includes a summary of the reports submitted by grant recipients under paragraph (1);(ii)identifies effective practices related to the activities supported by the grant program under this section; and(iii)includes an analysis of whether the recipient carried out its plan described in subsection (c)(3). (B)Publicly availableNot later than 1 month after submitting a report described in subparagraph (A), the Secretary shall publish such report in a clear and easily accessible format on the website of the Department of Education.(g)Authorization of appropriationsThere are authorized to be appropriated to carry out this section such sums as may be necessary for each of fiscal years 2025 through 2029.6.RuleThe requirements of section 4001 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7101) shall apply to an eligible institution, local educational agency, or educational service agency receiving a grant under this Act, or participating in a program that receives funds under this Act, in the same manner as those requirements apply to an entity receiving an award under title IV of such Act.\n--- KONIEC DOKUMENTU ---\n\nPAMIĘTAJ: Twoja odpowiedź MUSI być wyłącznie poprawnym obiektem JSON. Nie dodawaj żadnych dodatkowych znaków, komentarzy ani tekstu przed znacznikiem '{' ani po znaczniku '}'. Cała odpowiedź musi być parsowalna jako JSON.\nNa podstawie POWYŻSZEGO dokumentu, wypełnij poniższą strukturę JSON:\nOto struktura JSON, której oczekuję (wypełnij ją treścią):\n{\n  \"pl_ai_title\": \"Nowy, krótki tytuł dla aktu prawnego po polsku, oddający sedno wprowadzanych zmian (np. maksymalnie 10-12 słów).\",\n  \"pl_summary\": \"2-3 zdania zwięzłego podsumowania treści aktu prawnego po polsku, napisane z perspektywy wpływu na życie codzienne obywateli.\",\n  \"pl_key_points\": [\n    \"Pierwszy krótki punkt po polsku dotyczący najważniejszych wprowadzanych rozwiązań lub zmian.\",\n    \"Drugi krótki punkt po polsku...\"\n  ],\n  \"eng_ai_title\": \"A new, short title for the legal act in English, capturing the essence of the changes (e.g., max 10-12 words).\",\n  \"eng_summary\": \"2-3 sentences summarizing the legal act in English, from the perspective of its impact on citizens' daily lives.\",\n  \"eng_key_points\": [\n    \"First short bullet point in English regarding the most important solutions or changes being introduced.\",\n    \"Second short bullet point in English...\"\n  ],\n  \"de_ai_title\": \"Ein neuer, kurzer Titel für das Rechtsdokument auf Deutsch, der den Kern der Änderungen erfasst (z.B. max. 10-12 Wörter).\",\n  \"de_summary\": \"2-3 Sätze Zusammenfassung des Rechtsdokuments auf Deutsch, aus der Perspektive seiner Auswirkungen auf das tägliche Leben der Bürger.\",\n  \"de_key_points\": [\n    \"Erster kurzer Stichpunkt auf Deutsch zu den wichtigsten eingeführten Lösungen oder Änderungen.\",\n    \"Zweiter kurzer Stichpunkt auf Deutsch...\"\n  ],\n  \"fr_ai_title\": \"Un nouveau titre court pour l'acte juridique en français, saisissant l'essence des changements (par exemple, 10-12 mots maximum).\",\n  \"fr_summary\": \"Résumé de 2-3 phrases de l'acte juridique en français, du point de vue de son impact sur la vie quotidienne des citoyens.\",\n  \"fr_key_points\": [\n    \"Premier court point en français concernant les solutions ou changements les plus importants introduits.\",\n    \"Deuxième court point en français...\"\n  ],\n  \"es_ai_title\": \"Un nuevo título breve para el acto jurídico en español, que recoja la esencia de los cambios (por ejemplo, máximo 10-12 palabras).\",\n  \"es_summary\": \"Resumen de 2-3 frases del acto jurídico en español, desde la perspectiva de su impacto en la vida cotidiana de los ciudadanos.\",\n  \"es_key_points\": [\n    \"Primer punto breve en español sobre las soluciones o cambios más importantes que se introducen.\",\n    \"Segundo punto breve en español...\"\n  ],\n  \"it_ai_title\": \"Un nuovo titolo breve per l'atto giuridico in italiano, che colga l'essenza delle modifiche (ad es. massimo 10-12 parole).\",\n  \"it_summary\": \"Riepilogo di 2-3 frasi dell'atto giuridico in italiano, dal punto di vista del suo impatto sulla vita quotidiana dei cittadini.\",\n  \"it_key_points\": [\n    \"Primo breve punto in italiano riguardante le soluzioni o le modifiche più importanti introdotte.\",\n    \"Secondo breve punto in italiano...\"\n  ],\n  \"nl_ai_title\": \"Een nieuwe, korte titel voor de rechtshandeling in het Nederlands, die de essentie van de wijzigingen weergeeft (bijv. max. 10-12 woorden).\",\n  \"nl_summary\": \"Samenvatting van 2-3 zinnen van de rechtshandeling in het Nederlands, vanuit het perspectief van de impact op het dagelijks leven van burgers.\",\n  \"nl_key_points\": [\n    \"Eerste korte punt in het Nederlands betreffende de belangrijkste geïntroduceerde oplossingen of wijzigingen.\",\n    \"Tweede korte punt in het Nederlands...\"\n  ],\n  \"pt_ai_title\": \"Um novo título curto para o ato jurídico em português, capturando a essência das mudanças (por exemplo, máx. 10-12 palavras).\",\n  \"pt_summary\": \"Resumo de 2-3 frases do ato jurídico em português, na perspetiva do seu impacto na vida quotidiana dos cidadãos.\",\n  \"pt_key_points\": [\n    \"Primeiro ponto curto em português sobre as soluções ou alterações mais importantes introduzidas.\",\n    \"Segundo ponto curto em português...\"\n  ],\n  \"category\": [\"Categorize the document into one category by default, based on the field it primarily concerns. Choose up to 3 if the document also touches upon SIGNIFICANT issues from other categories. You MUST select categories ONLY from the following list: Health, Education, Family, Taxes, Labor, Security, Environment, Courts and Law, Transport, Benefits, Real Estate, Media and Culture, Local Government, Migration, Agriculture, Public Investments, Informatization, Economy. If the document does not definitively fit any of these, you MUST use \"Other\". If you use \"Other\", it should be the ONLY category selected. Do NOT invent new categories. The response must be an array of strings, e.g., [\"Taxes\", \"Family\"].\"]\n}\n\n",
      "ai_response_raw": "{\n  \"pl_ai_title\": \"Więcej psychologów i wsparcia dla zdrowia psychicznego uczniów w szkołach.\",\n  \"pl_summary\": \"Ustawa ma na celu zwiększenie dostępu uczniów do usług zdrowia psychicznego w szkołach poprzez finansowanie programów szkolących nowych specjalistów, takich jak psychologowie i pracownicy socjalni. Obywatele mogą oczekiwać, że ich dzieci będą miały łatwiejszy dostęp do pomocy w zakresie zdrowia psychicznego i uzależnień, zwłaszcza w szkołach o największych potrzebach. Środki te mają również na celu poprawę ogólnego klimatu w szkołach i zmniejszenie braków kadrowych wśród specjalistów.\",\n  \"pl_key_points\": [\n    \"Finansowanie dla uczelni wyższych: Granty na tworzenie lub rozszerzanie programów szkolących psychologów, doradców i pracowników socjalnych, aby zwiększyć liczbę i różnorodność specjalistów dostępnych w szkołach.\",\n    \"Wsparcie dla szkół o wysokich potrzebach: Konkurencyjne granty dla szkół z największymi brakami kadrowymi, przeznaczone na rekrutację, zatrudnianie i utrzymanie specjalistów ds. zdrowia psychicznego (np. poprzez stypendia, dodatki do wynagrodzeń, szkolenia).\",\n    \"Poprawa wskaźników: Celem jest osiągnięcie zalecanych wskaźników liczby uczniów na jednego specjalistę (np. 1 psycholog na 500 uczniów, 1 doradca na 250 uczniów), co oznacza bardziej spersonalizowaną pomoc dla uczniów.\",\n    \"Rozwój kadr: Fundusze mogą być wykorzystane na szkolenia dla nauczycieli i innych pracowników szkoły, aby lepiej identyfikowali i wspierali uczniów zagrożonych samobójstwem, uzależnieniami lub innymi problemami psychicznymi.\"\n  ],\n  \"eng_ai_title\": \"Boosting student mental health: Funding for more school counselors and psychologists.\",\n  \"eng_summary\": \"This Act aims to increase student access to mental health services in schools by funding programs that train new specialists, such as school psychologists and social workers. Citizens can expect their children to have easier access to mental health and substance abuse support, especially in high-need schools. The measures also seek to improve the overall school climate and reduce staff shortages among mental health providers.\",\n  \"eng_key_points\": [\n    \"Funding for Higher Education: Grants for universities to create or expand programs training school psychologists, counselors, and social workers to increase the number and diversity of specialists available in schools.\",\n    \"Support for High-Need Schools: Competitive grants for schools with the greatest staff shortages, dedicated to recruiting, hiring, and retaining mental health providers (e.g., through stipends, salary incentives, and professional development).\",\n    \"Improving Ratios: The goal is to meet recommended student-to-provider ratios (e.g., 1 psychologist per 500 students, 1 counselor per 250 students), meaning more personalized help for students.\",\n    \"Workforce Development: Funds can be used for training teachers and other school staff to better identify and support students at risk of suicide, substance abuse, or other mental health issues.\"\n  ],\n  \"de_ai_title\": \"Mehr Schulpsychologen: Finanzierung für psychische Gesundheit von Schülern.\",\n  \"de_summary\": \"Das Gesetz zielt darauf ab, den Zugang von Schülern zu psychologischen Diensten in Schulen zu verbessern, indem Programme zur Ausbildung neuer Spezialisten, wie Schulpsychologen und Sozialarbeiter, finanziert werden. Bürger können erwarten, dass ihre Kinder leichter Zugang zu Unterstützung bei psychischen Problemen und Sucht erhalten, insbesondere in Schulen mit hohem Bedarf. Die Maßnahmen sollen auch das allgemeine Schulklima verbessern und den Personalmangel bei psychologischen Fachkräften reduzieren.\",\n  \"de_key_points\": [\n    \"Finanzierung für Hochschulen: Zuschüsse für Universitäten zur Schaffung oder Erweiterung von Ausbildungsprogrammen für Schulpsychologen, Berater und Sozialarbeiter, um die Anzahl und Vielfalt der in Schulen verfügbaren Fachkräfte zu erhöhen.\",\n    \"Unterstützung für Schulen mit hohem Bedarf: Wettbewerbsfähige Zuschüsse für Schulen mit dem größten Personalmangel, die für die Rekrutierung, Einstellung und Bindung von Fachkräften für psychische Gesundheit vorgesehen sind (z. B. durch Stipendien, Gehaltszuschläge, Schulungen).\",\n    \"Verbesserung der Betreuungsverhältnisse: Ziel ist es, die empfohlenen Schüler-zu-Betreuer-Verhältnisse zu erreichen (z. B. 1 Psychologe pro 500 Schüler, 1 Berater pro 250 Schüler), was eine individuellere Hilfe für Schüler bedeutet.\",\n    \"Personalentwicklung: Mittel können für die Schulung von Lehrern und anderem Schulpersonal verwendet werden, um Schüler, die von Suizid, Sucht oder anderen psychischen Problemen bedroht sind, besser zu identifizieren und zu unterstützen.\"\n  ],\n  \"fr_ai_title\": \"Soutien à la santé mentale des élèves: Financement pour plus de psychologues scolaires.\",\n  \"fr_summary\": \"Cette loi vise à améliorer l'accès des élèves aux services de santé mentale dans les écoles en finançant des programmes de formation de nouveaux spécialistes, tels que des psychologues scolaires et des travailleurs sociaux. Les citoyens peuvent s'attendre à ce que leurs enfants aient un accès plus facile à l'aide en matière de santé mentale et de toxicomanie, en particulier dans les écoles ayant les plus grands besoins. Ces mesures visent également à améliorer le climat scolaire général et à réduire les pénuries de personnel spécialisé.\",\n  \"fr_key_points\": [\n    \"Financement pour l'enseignement supérieur: Subventions aux universités pour créer ou élargir des programmes de formation de psychologues scolaires, de conseillers et de travailleurs sociaux afin d'augmenter le nombre et la diversité des spécialistes disponibles dans les écoles.\",\n    \"Soutien aux écoles à besoins élevés: Subventions concurrentielles pour les écoles souffrant des plus grandes pénuries de personnel, dédiées au recrutement, à l'embauche et à la rétention des prestataires de services de santé mentale (par exemple, via des allocations, des incitations salariales, des formations continues).\",\n    \"Amélioration des ratios: L'objectif est d'atteindre les ratios élèves/prestataires recommandés (par exemple, 1 psychologue pour 500 élèves, 1 conseiller pour 250 élèves), ce qui signifie une aide plus personnalisée pour les élèves.\",\n    \"Développement des compétences: Les fonds peuvent être utilisés pour former les enseignants et autres membres du personnel scolaire afin qu'ils identifient et soutiennent mieux les élèves à risque de suicide, de toxicomanie ou d'autres problèmes de santé mentale.\"\n  ],\n  \"es_ai_title\": \"Impulso a la salud mental estudiantil: Más psicólogos y consejeros escolares.\",\n  \"es_summary\": \"Esta ley busca aumentar el acceso de los estudiantes a los servicios de salud mental en las escuelas mediante la financiación de programas que capaciten a nuevos especialistas, como psicólogos escolares y trabajadores sociales. Los ciudadanos pueden esperar que sus hijos tengan un acceso más fácil a la ayuda para la salud mental y el abuso de sustancias, especialmente en las escuelas con mayores necesidades. Las medidas también buscan mejorar el clima escolar general y reducir la escasez de personal especializado.\",\n  \"es_key_points\": [\n    \"Financiación para la Educación Superior: Subvenciones para universidades para crear o expandir programas de formación de psicólogos escolares, consejeros y trabajadores sociales para aumentar el número y la diversidad de especialistas disponibles en las escuelas.\",\n    \"Apoyo a Escuelas de Alta Necesidad: Subvenciones competitivas para escuelas con la mayor escasez de personal, dedicadas a reclutar, contratar y retener a proveedores de servicios de salud mental (por ejemplo, a través de estipendios, incentivos salariales y desarrollo profesional).\",\n    \"Mejora de Ratios: El objetivo es alcanzar las proporciones recomendadas de estudiantes por proveedor (por ejemplo, 1 psicólogo por cada 500 estudiantes, 1 consejero por cada 250 estudiantes), lo que significa una ayuda más personalizada para los estudiantes.\",\n    \"Desarrollo de la Fuerza Laboral: Los fondos pueden utilizarse para capacitar a maestros y otro personal escolar para que identifiquen y apoyen mejor a los estudiantes en riesgo de suicidio, abuso de sustancias u otros problemas de salud mental.\"\n  ],\n  \"it_ai_title\": \"Più supporto psicologico scolastico: Finanziamenti per la salute mentale degli studenti.\",\n  \"it_summary\": \"Questa legge mira ad aumentare l'accesso degli studenti ai servizi di salute mentale nelle scuole finanziando programmi che formano nuovi specialisti, come psicologi scolastici e assistenti sociali. I cittadini possono aspettarsi che i loro figli abbiano un accesso più facile all'aiuto per la salute mentale e l'abuso di sostanze, specialmente nelle scuole con maggiori necessità. Le misure mirano anche a migliorare il clima scolastico generale e a ridurre la carenza di personale specializzato.\",\n  \"it_key_points\": [\n    \"Finanziamenti per l'Istruzione Superiore: Sovvenzioni per le università per creare o espandere programmi di formazione per psicologi scolastici, consulenti e assistenti sociali per aumentare il numero e la diversità degli specialisti disponibili nelle scuole.\",\n    \"Sostegno alle Scuole ad Alto Bisogno: Sovvenzioni competitive per le scuole con la maggiore carenza di personale, dedicate al reclutamento, all'assunzione e al mantenimento di fornitori di servizi di salute mentale (ad esempio, tramite stipendi, incentivi salariali e sviluppo professionale continuo).\",\n    \"Miglioramento dei Rapporti: L'obiettivo è raggiungere i rapporti studente-fornitore raccomandati (ad esempio, 1 psicologo ogni 500 studenti, 1 consulente ogni 250 studenti), il che significa un aiuto più personalizzato per gli studenti.\",\n    \"Sviluppo della Forza Lavoro: I fondi possono essere utilizzati per formare insegnanti e altro personale scolastico per identificare e supportare meglio gli studenti a rischio di suicidio, abuso di sostanze o altri problemi di salute mentale.\"\n  ],\n  \"nl_ai_title\": \"Meer schoolpsychologen: Financiering voor mentale gezondheidszorg studenten.\",\n  \"nl_summary\": \"Deze wet is bedoeld om de toegang van studenten tot geestelijke gezondheidszorg op scholen te vergroten door programma's te financieren die nieuwe specialisten, zoals schoolpsychologen en maatschappelijk werkers, opleiden. Burgers kunnen verwachten dat hun kinderen gemakkelijker toegang krijgen tot hulp bij geestelijke gezondheid en middelenmisbruik, vooral op scholen met de grootste behoeften. De maatregelen zijn ook gericht op het verbeteren van het algemene schoolklimaat en het verminderen van personeelstekorten onder gespecialiseerde hulpverleners.\",\n  \"nl_key_points\": [\n    \"Financiering voor Hoger Onderwijs: Subsidies voor universiteiten om opleidingsprogramma's voor schoolpsychologen, counselors en maatschappelijk werkers op te zetten of uit te breiden, om het aantal en de diversiteit van specialisten op scholen te vergroten.\",\n    \"Ondersteuning voor Scholen met Hoge Behoeften: Concurrerende subsidies voor scholen met de grootste personeelstekorten, bestemd voor het werven, aannemen en behouden van geestelijke gezondheidszorgverleners (bijv. via toelagen, salarisstimulansen en professionele ontwikkeling).\",\n    \"Verbetering van Ratio's: Het doel is om de aanbevolen student-tot-hulpverlener-ratio's te bereiken (bijv. 1 psycholoog per 500 studenten, 1 counselor per 250 studenten), wat meer gepersonaliseerde hulp voor studenten betekent.\",\n    \"Personeelsontwikkeling: Fondsen kunnen worden gebruikt voor de opleiding van leraren en ander schoolpersoneel om studenten met risico op zelfmoord, middelenmisbruik of andere psychische problemen beter te identificeren en te ondersteunen.\"\n  ],\n  \"pt_ai_title\": \"Mais psicólogos escolares: Financiamento para saúde mental dos estudantes.\",\n  \"pt_summary\": \"Este ato visa aumentar o acesso dos estudantes a serviços de saúde mental nas escolas, financiando programas que formam novos especialistas, como psicólogos escolares e assistentes sociais. Os cidadãos podem esperar que os seus filhos tenham acesso mais fácil a apoio em saúde mental e abuso de substâncias, especialmente em escolas com maiores necessidades. As medidas também procuram melhorar o clima escolar geral e reduzir a escassez de pessoal especializado.\",\n  \"pt_key_points\": [\n    \"Financiamento para o Ensino Superior: Subsídios para universidades criarem ou expandirem programas de formação de psicólogos escolares, conselheiros e assistentes sociais para aumentar o número e a diversidade de especialistas disponíveis nas escolas.\",\n    \"Apoio a Escolas de Alta Necessidade: Subsídios competitivos para escolas com a maior escassez de pessoal, dedicados ao recrutamento, contratação e retenção de prestadores de serviços de saúde mental (por exemplo, através de estipêndios, incentivos salariais e desenvolvimento profissional).\",\n    \"Melhoria das Proporções: O objetivo é atingir as proporções recomendadas de aluno por prestador (por exemplo, 1 psicólogo por 500 alunos, 1 conselheiro por 250 alunos), o que significa ajuda mais personalizada para os alunos.\",\n    \"Desenvolvimento da Força de Trabalho: Os fundos podem ser usados para treinar professores e outros funcionários escolares para melhor identificar e apoiar alunos em risco de suicídio, abuso de substâncias ou outros problemas de saúde mental.\"\n  ],\n  \"category\": [\n    \"Education\",\n    \"Health\"\n  ]\n}"
    },
    {
      "timestamp": "2025-12-26T18:15:44.146Z",
      "source_url": "https://www.congress.gov/118/bills/s4041/BILLS-118s4041is.xml",
      "model": "gemini-flash-lite-latest",
      "prompt_sent": "\nROLE: Fact Checker.\nZADANIE: Porównaj SOURCE (oryginał) i SUMMARY (streszczenie przygotowane przez inne AI).\n\nTwoim celem jest wykrycie \"ZMYŚLONYCH KONKRETÓW\" (Fabricated Entities) w SUMMARY.\n\nSOURCE:\n118 S4041 IS: Creating Access and Resources in Education for Student Mental Health Act U.S. Senate 2024-03-21 text/xml EN Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain. II118th CONGRESS2d SessionS. 4041IN THE SENATE OF THE UNITED STATESMarch 21, 2024Mr. Cornyn (for himself, Ms. Sinema, Mr. Tillis, Mr. Tester, and Ms. Hassan) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and PensionsA BILLTo support local educational agencies in addressing the student mental health crisis.1.Short titleThis Act may be cited as the Creating Access and Resources in Education for Student Mental Health Act or the CARE for Student Mental Health Act.2.PurposesThe purposes of this Act are to address the student mental health crisis by—(1)increasing the number of, and diversifying, school-based mental health services providers; and(2)supporting local educational agencies in recruiting, hiring, retaining, and diversifying school-based mental health services providers to meet the mental health needs of students.3.DefinitionsIn this Act:(1)ESEA DefinitionsThe terms child with a disability, educational service agency, elementary school, English learner, evidence-based, institution of higher education, local educational agency, other staff, outlying area, paraprofessional, professional development, school leader, secondary school, specialized instructional support personnel, Secretary, State, and State educational agency have the meaning given those terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).(2)Eligible institutionThe term eligible institution means an institution of higher education that offers a program of study in—(A)school psychology that prepares students in such program for a State credential as a school psychologist;(B)school counseling that prepares students in such program for a State credential as a school counselor;(C)school social work that prepares students in such program for a State credential as a school social worker;(D)another school-based mental health field that prepares students in such program for a State license or credential as a school-based mental health services provider under State law or regulation, as determined by the Secretary; or(E)any combination of study described in subparagraphs (A) through (D) that prepares students in such program for a State credential as a school based mental health services provider.(3)High-need local educational agency(A)In GeneralThe term high-need local educational agency means a local educational agency that, as of the date on which an application is submitted for a grant under this Act—(i)(I)has a locale code of 32, 33, 41, 42, or 43, as determined by the Secretary; or(II)is in the highest quartile of local educational agencies, as determined by the State educational agency, in a ranking of all local educational agencies in the State, ranked in descending order by the number or percentage of children in each such agency counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)); and(ii)does not meet 2 or more of the following ratios:(I)A ratio of 1 full-time equivalent school counselor for every 250 students.(II)A ratio of 1 full-time equivalent school psychologist for every 500 students.(III)A ratio of 1 full-time equivalent school social worker for every 250 students.(B)ESAThe term high-need local educational agency includes an educational service agency acting on behalf of 1 or more local educational agencies described in subparagraph (A).(4)Indian TribeThe term Indian tribe means any Indian tribe identified as such by the Secretary of the Interior under section 104 of the Federally Recognized Indian Tribe List Act of 1994 (25 U.S.C. 5131). (5)Minority-serving institutionThe term minority-serving institution means an institution of higher education that is an eligible institution under section 371(a) of the Higher Education Act of 1965 (20 U.S.C. 1067q(a)).(6)School-based mental health partnershipThe term school-based mental health partnership means a partnership that—(A)is between an eligible institution and 1 or more local educational agencies;(B)prepares students enrolled in the eligible institution to obtain a State credential as a school-based mental health services provider; and(C)is designed to increase the number or diversity of school-based mental health services providers in schools served by local educational agencies in order to meet recommended ratios of students to full-time equivalent school-based mental health services providers in those schools, such as by—(i)recruiting, preparing, or respecializing students enrolled in the eligible institution’s school-based mental health provider program of study to obtain a State credential as, and to be employed as, a school-based mental health services provider;(ii)expanding supervised opportunities for students enrolled in such program of study to complete required field work, credit hours, internships, or related training in order to meet State credentialing requirements as a school-based mental health services provider in schools served by a local educational agency; and (iii)recruiting and retaining graduates of eligible institutions who have obtained a State credential as a school-based mental health services provider, to provide school-based mental health services related to prevention, early identification, and individualized intervention in schools served by a local educational agency.(7)School-based mental health services providerThe term school-based mental health services provider has the meaning given the term in section 4102 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7112).4.Strengthening the pipeline of school-based mental health services providers(a)PurposeThe purpose of this section is to increase the number or diversity of school counselors, school social workers, school psychologists, and other school-based mental health services providers to serve students enrolled in schools served by local educational agencies.(b)Authorization of grants(1)In generalFrom amounts made available to carry out this section and not reserved under paragraph (2), the Secretary shall award grants, on a competitive basis, to eligible institutions to support school-based mental health partnerships, in accordance with subsection (d).(2)ReservationsFrom the total amount made available to carry out this section for any fiscal year, the Secretary shall reserve not more than 2 percent to support program administration, technical assistance, data collection, and dissemination of best practices under this section.(3)Duration and renewals(A)DurationA grant awarded under this section shall be for a period of not more than 5 years.(B)RenewalThe Secretary may renew a grant awarded under this section if the eligible institution demonstrates to the Secretary that the eligible institution is effectively using funds to significantly expand the pipeline of school counselors, school social workers, school psychologists, and other mental health professionals who meet State credentialing standards as a school-based mental health services provider.(4)Geographic diversityIn awarding grants under paragraph (1), the Secretary shall ensure that, to the extent practicable and in accordance with paragraph (6), grants are distributed among eligible institutions that will serve geographically diverse areas, including urban, suburban, and rural areas.(5)Sufficient size and scopeEach grant awarded under this section shall be of sufficient size and scope to allow the grantee to carry out the purpose of this section.(6)PrioritiesIn awarding grants under paragraph (1), the Secretary shall give priority to—(A)minority-serving institutions, including historically Black colleges and universities (defined as part B institutions under section 322 of the Higher Education Act of 1965 (20 U.S.C. 1061) and Tribal Colleges or Universities (as defined in section 316 of such Act (20 U.S.C. 1059c)); and(B)eligible institutions that seek to form a school-based mental health partnership with a high need local educational agency.(7)TimelineIn carrying out the competitive process described in paragraph (1), the Secretary shall—(A)to the greatest extent practicable, ensure that an eligible institution receives not less than 90 days to submit an application described in subsection (c); and(B)to the greatest extent practicable, provide technical assistance to eligible institutions and to local educational agencies that are or may be part of a school-based mental health partnership, in applying for grants under this section, including by—(i)disseminating the application under this section to all State educational agencies and providing guidance, to the extent practicable, to ensure accurate identification of local educational agencies that may participate in a school-based mental health partnership;(ii)supporting eligible institutions in identifying prospective local educational agencies with whom to partner in a school-based mental health partnership that may be supported by a grant under this section;(iii)provide timely notice about the competitive process under this section, on the same day that a notice inviting applications is published in the Federal Register; (iv)making publicly available templates for sample letters of intent described in subsection (c)(5) and model application materials on the same day that a notice inviting applications is published in the Federal Register; and(v)addressing questions or concerns from the field in a timely manner, as well as offering multiple opportunities, webinars, or other efforts to engage eligible institutions and local educational agencies that are or may be part of a school-based mental health partnership with an eligible institution.(c)ApplicationAn eligible institution applying for a grant under subsection (b)(1) shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require, which shall include—(1)a description of the prevalent mental health or substance use and misuse concerns facing students enrolled in schools served by local educational agencies that will be part of the school-based mental health partnership (referred to in this section as participating local educational agencies), and, if applicable, challenges related to high rates of chronic absenteeism in those schools;(2)the extent to which the proposed school-based mental health partnership will address the challenges described in paragraph (1);(3)a description of how the eligible institution will increase the number or diversity of school-based mental health services providers in participating local educational agencies through the establishment and operation of a school-based mental health partnership, including a description of such partnership’s strategies to—(A)recruit, prepare, respecialize, retrain, or diversify the students enrolled in school-based mental health programs of study in order to help such students to obtain a State credential and be employed as school-based mental health services providers in schools served by local educational agencies; and(B)provide supervised opportunities to place students enrolled in the eligible institution in schools served by a participating local educational agency to complete required field work, credit hours, internships, or related training to meet State credentialing requirements as a school-based mental health services provider, including a description of the factors the partnership will consider when determining the schools in which to place those students;(4)a description of how the school-based mental health partnership will increase the capacity of participating local educational agencies to provide evidence-based comprehensive school-based mental health services, accessible to all students, to address the concerns described in paragraph (1), and, if applicable, how such services will best meet the diverse population of students to be served;(5)if applicable, a description of how the school-based mental health partnership will collaborate with State, regional, and local public health agencies (including mental health agencies), the State Medicaid agency, child welfare agencies, or other related public and private agencies that provide mental health services to support the activities of the school-based mental health partnership; and(6)a preliminary letter of intent, signed by each eligible institution and each participating local educational agency in the school-based mental health partnership described in paragraph (3), that details the financial, programmatic, and long-term commitment of the institution or agency, with respect to the strategies described in the application.(d)Use of fundsAn eligible institution that receives a grant under subsection (b)(1) shall use such funds to establish and operate the school-based mental health partnership described in subsection (c)(3) to increase the number or diversity of school-based mental health services providers and support the recruitment, preparation, respecialization, retraining, or diversification of students enrolled in school-based mental health programs of study, in order to help such students to obtain a State credential and be employed as school-based mental health services providers in schools served by local educational agencies, by engaging in 1 or more of the following:(1)Establishing a new, or expanding an existing, program of study in school psychology, school counseling, school social work, or another school-based mental health field that prepares students to obtain a State credential and be employed as a school-based mental health services provider. Funds may be used to—(A)support recruitment and retention of new or additional faculty;(B)purchase training materials;(C)develop and disseminate materials to recruit potential students;(D)offer financial support to enrolled students; or(E)carry out any other activity necessary to establish or expand such a program of study.(2)Expanding supervised opportunities for students enrolled in school-based mental health programs of study to be placed in schools served by a participating local educational agency in order to complete required field work, credit hours, internships, or related training required to obtain a State credential as a school-based mental health service provider.(3)Developing pathways for staff, particularly diverse and multilingual staff, of local educational agencies to receive necessary education and training to obtain a credential as a school-based mental health services provider.(4)Supporting activities to diversify the school-based mental health services provider workforce, including multilingual school-based mental health services providers.(5)Providing stipends or other financial assistance for students enrolled in school-based mental health programs of study, and supporting required field work, credit hours, internships, or related training in local educational agencies.(6)Supporting collaborations with State, regional, and local public health agencies (such as State substance abuse agencies and State mental health agencies), State Medicaid agencies, community health centers, child welfare agencies, and other related public and private agencies that provide mental health services to support activities under this subsection.(e)Reporting requirements(1)Annual reportEach eligible institution that receives a grant under subsection (b)(1) shall submit a public report to the Secretary on an annual basis and publish such report in a clear and easily accessible format on the website of the eligible institution. Such report shall contain, at a minimum, the following information:(A)The number of postsecondary students enrolled in relevant programs of study operated by the eligible institution and any increases in student enrollment or faculty in such programs of study from the prior year.(B)The number of such postsecondary students supported under the grant.(C)If applicable, the number of such eligible institutions that met their goal of increasing the diversity of school-based mental health services providers. (D)The number of such postsecondary students supported under the grant who were placed in a school served by a participating local educational agency—(i)for training; or (ii)for employment.(E)The ratios of students to full-time equivalent school-based mental health services providers, disaggregated by profession to the extent practicable, at schools served by a participating local educational agency in the school year immediately preceding the first year of the grant and in the most recent year of the grant. (F)The number of school-based mental health services providers employed by participating local educational agencies, disaggregated by the number of such employees who graduated from an eligible institution and obtained a credential as and were placed into employment as a school-based mental health services provider.(2)Secretary’s reportNot later than 3 years after receiving the reports described in paragraph (1), and every 2 years thereafter, the Secretary shall submit a report to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives and make the report publicly available in a clear and easily accessible format on the website of the Department of Education. Such report shall include a summary of the reports submitted by eligible institutions and identify best practices related to—(A)improving, expanding, and diversifying preparation programs for school counselors, school psychologists, school social workers, and other school-based mental health services providers; and(B)supporting the recruitment and preparation of school-based mental health services providers, including effective respecialization and retraining programs.(f)Disaggregation of dataDisaggregation of data shall not be required under this section when the number is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual.(g)Supplement not supplantFunds made available to an eligible institution through a grant under this section shall be used only to supplement and not supplant, any State, local, or non-Federal funds that would otherwise be used to carry out the activities described under this section.(h)Multiple grants to single institutionIn awarding grants under subsection (b)(1), the Secretary may award multiple grants to a single eligible institution if the Secretary determines that—(1)the eligible institution submitted a high-quality application for each distinct program of study, such as a program related to school psychology or school social work; and(2)each award would support students enrolled in distinct programs of study in related school-based mental health services fields.(i)ProhibitionA local educational agency that enters a school-based mental health partnership with an eligible institution that receives funds under this section shall not be eligible to participate in another school-based mental health partnership with another eligible institution that receives funds under this section until the original grant period has ended.(j)Authorization of appropriationsThere are authorized to be appropriated to carry out this section such sums as may be necessary for each of fiscal years 2025 through 2029.5.School-based mental health services grant program(a)PurposeThe purpose of this section is to support high-need local educational agencies in recruiting, hiring, retaining, and diversifying school-based mental health services providers to expand access to school-based mental health services for students enrolled in schools served by such agencies.(b)Authorization of grants(1)In generalFrom amounts made available to carry out this section and not reserved under paragraph (2), the Secretary shall award grants, on a competitive basis, to high-need local educational agencies, in accordance with this section.(2)ReservationsFrom the total amount made available to carry out this section for a fiscal year, the Secretary shall—(A)reserve not more than 2 percent of such amount for program administration, technical assistance, and data collection;(B)reserve 1 percent for the Secretary of the Interior for schools operated or funded by the Bureau of Indian Education, in accordance with the purpose of this section; and(C)reserve 1 percent for allotments for payments to the outlying areas, to be distributed among those outlying areas on the basis of their relative need, as determined by the Secretary, in accordance with the purpose of this section.(3)Duration and renewals(A)DurationA grant awarded under this section shall be for a period of not more than 5 years.(B)RenewalThe Secretary may renew a grant awarded under this section for a period of not more than 2 years.(4)Diversity of projects(A)In generalSubject to subparagraph (B), in awarding grants under paragraph (1), the Secretary shall ensure that, to the extent practicable, grants are distributed among high-need local educational agencies that will serve geographically diverse areas, including urban, suburban, and rural areas.(B)Rural local educational agenciesIn awarding grants under paragraph (1), the Secretary shall ensure that, to the greatest extent practicable, not less than 30 percent of the amounts made available to carry out this section that remain after making reservations under paragraph (2) are awarded to high-quality applications submitted by high-need local educational agencies to support rural high-need local educational agencies described in section 3(3)(A)(i)(I).(5)Sufficient size and scopeEach grant awarded under paragraph (1) shall be of sufficient size and scope to allow the high-need local educational agency receiving the grant to carry out the purpose of this section. (6)TimelineIn carrying out the competitive process under this subsection, the Secretary shall—(A)to the greatest extent practicable, ensure that high-need local educational agencies have not less 90 days to submit an application;(B)to the greatest extent practicable, send a communication to every high-need local educational agency containing notice of the application and the award deadline; and(C)to the greatest extent practicable, provide technical assistance to high-need local educational agencies, including by—(i)addressing questions or concerns from the field in a timely manner, as well as offering multiple opportunities, webinars, or other efforts to engage local educational agencies about the application process; and(ii)publishing not less than 3 examples of grant applications from geographically diverse locales, including not less than 1 such example from a rural high-need local educational agency described in section 3(3)(A)(i)(I). (c)ApplicationA high-need local educational agency applying for a grant under subsection (b)(1) shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require, which may include—(1)a description of the prevalent mental health or substance use and misuse concerns facing students enrolled in schools served by the high-need local educational agency, and, if applicable, challenges related to high rates of chronic absenteeism in those schools;(2)a description of the current shortage of school-based mental health services providers in schools served by the high-need local educational agency that will be served under the grant;(3)a description of the applicant’s plan to support recruiting, hiring, retaining, or diversifying school-based mental health services providers in schools served by the high-need local educational agency to be served under the grant;(4)if applicable, a description of the high-need local educational agency's plan to increase the capacity of educators, school leaders, school-based mental health services providers, and other relevant staff to address the needs described in paragraph (1); and (5)an assurance that any school-based mental health services provider, including any provider offering telehealth services, provides services in a manner consistent with section 444 of the General Education Provisions Act (20 U.S.C. 1232g; commonly known as the Family Educational Rights and Privacy Act of 1974) and the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), as well as all applicable Federal, State, and local laws.(d)Use of funds(1)Recruiting, hiring, and retaining school-based mental health services providersA high-need local educational agency that receives a grant under subsection (b)(1) shall use such funds to carry out 1 or more of the following:(A)Implementing strategies to recruit school-based mental health services providers in schools served by high-need local educational agencies to help mitigate shortages of such providers, such as—(i)salary stipends or other financial incentives;(ii)relocation benefits; and(iii)opportunities for continuing professional development.(B)Hiring school-based mental health services providers to—(i)provide school-based mental health services to students enrolled in schools served by high-need local educational agencies; and(ii)implement evidence-based practices to improve school climate to support positive student mental health.(C)Implementing strategies to retain school-based mental health services providers in schools served by high-need local educational agencies, which may include providing—(i)incentives described in subparagraph (A); and(ii)ongoing professional development, induction, mentorship, or peer support for school-based mental health services providers.(2)Additional usesIn addition to the activities described in paragraph (1), a high-need local educational agency that receives a grant under subsection (b)(1) may also use such funds to increase the capacity of the high-need local educational agency to address student needs described in subsection (c)(1), through activities that may include—(A)providing professional development to school-based mental health services providers, teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, other staff employed by each high-need local educational agency, and to the extent practicable, families, related to—(i)meeting the needs of students at elevated risk of suicide, mental health concerns, or substance use and misuse;(ii)implementation of evidence-based school-based mental health services with high fidelity, including such services related to—(I)prevention, early identification, and individualized intervention;(II)addressing substance use and misuse; and(III)preventing and eliminating any existing stigma in accessing such services;(iii)mitigating indirect or secondary trauma experienced by staff employed by the high-need local educational agency and implementing evidence-based programs to promote mental health among such staff;(iv)supporting school-based mental health services providers qualified to support students in languages other than English and children with disabilities;(v)understanding when and how to refer a student to a school-based mental health services provider;(vi)supporting the use of evidence-based practices to address student mental health needs; and(vii)addressing chronic absenteeism;(B)supporting high-need local educational agencies in billing and accessing reimbursements under the Medicaid program under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.) and the Children’s Health Insurance Program under title XXI of the Social Security Act (42 U.S.C. 1397aa et seq.); or(C)other activities that support the development and implementation of innovative strategies to increase access to school-based mental health services in schools served by high-need local educational agencies, which may include increasing access to school-based mental health services provided through telehealth, including ensuring any services provided through telehealth are accessible for children with disabilities.(e)Disaggregation of dataDisaggregation of data shall not be required under this section when the number is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual.(f)Reporting requirements(1)ReportingEach high-need local educational agency that receives a grant under subsection (b)(1) shall submit a report to the Secretary on an annual basis and publish such report in a clear and easily accessible format on the website of the high-need local educational agency. Such report shall contain any information required by the Secretary and, at a minimum, the following:(A)The number of school-based mental health services providers employed by high-need local educational agencies served under the grant and any increases from the prior year, disaggregated by—(i)the number of each type of such providers who was recruited, hired, or retained, with support under this grant; and(ii)the demographics of such providers.(B)The ratio of students to school-based mental health services providers in schools served by high-need local educational agencies served under the grant and the extent to which such ratio has decreased since the start of the grant period.(C)The reduction in the annual attrition rate of school-based mental health services providers employed by high-need local educational agencies served under the grant and the extent to which such attrition rate has decreased since the start of the grant period.(D)A description of the strategies used by high-need local educational agencies served under the grant to implement innovative evidenced-based strategies to increase access to school-based mental health services and to improve school climate for students enrolled in schools served by such agencies.(2)Secretary’s reports(A)In generalNot later than 3 years after receiving the reports described in paragraph (1), and every 2 years thereafter, the Secretary shall submit a report to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives that—(i)includes a summary of the reports submitted by grant recipients under paragraph (1);(ii)identifies effective practices related to the activities supported by the grant program under this section; and(iii)includes an analysis of whether the recipient carried out its plan described in subsection (c)(3). (B)Publicly availableNot later than 1 month after submitting a report described in subparagraph (A), the Secretary shall publish such report in a clear and easily accessible format on the website of the Department of Education.(g)Authorization of appropriationsThere are authorized to be appropriated to carry out this section such sums as may be necessary for each of fiscal years 2025 through 2029.6.RuleThe requirements of section 4001 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7101) shall apply to an eligible institution, local educational agency, or educational service agency receiving a grant under this Act, or participating in a program that receives funds under this Act, in the same manner as those requirements apply to an entity receiving an award under title IV of such Act.\n\nSUMMARY TO EVALUATE:\nTitle: Boosting student mental health: Funding for more school counselors and psychologists.\nSummary: This Act aims to increase student access to mental health services in schools by funding programs that train new specialists, such as school psychologists and social workers. Citizens can expect their children to have easier access to mental health and substance abuse support, especially in high-need schools. The measures also seek to improve the overall school climate and reduce staff shortages among mental health providers.\nKey Points: Funding for Higher Education: Grants for universities to create or expand programs training school psychologists, counselors, and social workers to increase the number and diversity of specialists available in schools., Support for High-Need Schools: Competitive grants for schools with the greatest staff shortages, dedicated to recruiting, hiring, and retaining mental health providers (e.g., through stipends, salary incentives, and professional development)., Improving Ratios: The goal is to meet recommended student-to-provider ratios (e.g., 1 psychologist per 500 students, 1 counselor per 250 students), meaning more personalized help for students., Workforce Development: Funds can be used for training teachers and other school staff to better identify and support students at risk of suicide, substance abuse, or other mental health issues.\n\nZASADY OCENY:\n1. Sprawdź wszystkie LICZBY, DATY i KWOTY w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n2. Sprawdź wszystkie NAZWISKA, ORGANIZACJE i MIEJSCA w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n3. Sprawdź wszystkie konkretne DZIAŁANIA PRAWNE . Jeśli tego mechanizmu nie ma w SOURCE -> is_valid: false.\n\nWAŻNE: Abstrakcyjne pojęcia (np. \"transparentność\", \"zaufanie\") są dozwolone jako wnioski.\n\nOUTPUT (JSON):\n{\n  \"is_valid\": true/false,\n  \"issue\": \"fabricated_entity\" / \"contradiction\" / \"none\"\n}\n\nWYMAGANIA FORMATOWANIA:\n1. Odpowiedz WYŁĄCZNIE surowym obiektem JSON.\n2. NIE używaj bloków kodu Markdown.\n3. NIE dodawaj żadnych wstępów ani wyjaśnień przed ani po JSONie.\n4. JSON musi być poprawny i gotowy do parsowania.\n\n",
      "ai_response_raw": "{\n  \"is_valid\": false,\n  \"issue\": \"fabricated_entity\"\n}"
    },
    {
      "timestamp": "2025-12-23T03:36:45.650Z",
      "source_url": "https://www.congress.gov/118/bills/s4041/BILLS-118s4041is.xml",
      "model": "gemini-flash-latest",
      "prompt_sent": "\nJesteś ekspertem od prawa Stanów Zjednoczonych, który ma za zadanie analizować dokumenty ustaw, uchwał oraz innych dokumentów legislacyjnych, a następnie przygotowywać z nich informacje w przystępny sposób dla obywateli. Twoim celem jest przedstawienie informacji tak, aby obywatele mogli sami ocenić wpływ legislacji na ich życie, nawet bez posiadania specjalistycznej wiedzy legislacyjnej. Skup się na faktach i konsekwencjach wprowadzanych zmian, unikając wartościowania i osobistych opinii. Wszelki żargon prawny jest zabroniony. Prezentuj informacje w jasny, zwięzły i angażujący sposób, tak aby były zrozumiałe dla osoby bez wykształcenia prawniczego. Unikaj długich, złożonych zdań. Zamiast pisać \"projekt ma na celu nowelizację kodeksu podatkowego...\", napisz \"Zmiany w podatkach: nowe ulgi i obowiązki dla...\". Kontynuuj swoją pracę, dopóki nie rozwiążesz swojego zadania. Jeśli nie masz pewności co do generowanej treści, przeanalizuj dokument ponownie – nie zgaduj. Rozplanuj dobrze swoje zadanie przed przystąpieniem do niego. W podsumowaniu i kluczowych punktach, jeśli to możliwe i uzasadnione, podkreśl, jakie konkretne korzyści lub konsekwencje (pozytywne lub negatywne) wprowadza ustawa dla życia codziennego obywateli, ich praw i obowiązków, finansów osobistych, bezpieczeństwa i innych ważnych kwestii.\n\nTwoja odpowiedź MUSI być w formacie JSON - i zawierać następujące klucze.\nZanim zwrócisz odpowiedź, dokładnie zweryfikuj, czy cała struktura JSON jest w 100% poprawna, włącznie ze wszystkimi przecinkami, nawiasami klamrowymi, kwadratowymi oraz cudzysłowami. Błędny JSON jest nieakceptowalny i uniemożliwi przetworzenie Twojej pracy.\n\nPrzeanalizuj dokładnie poniższy tekst dokumentu prawnego. To jest treść, na podstawie której masz wygenerować podsumowanie i kluczowe punkty:\n--- POCZĄTEK DOKUMENTU ---\n118 S4041 IS: Creating Access and Resources in Education for Student Mental Health Act U.S. Senate 2024-03-21 text/xml EN Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain. II118th CONGRESS2d SessionS. 4041IN THE SENATE OF THE UNITED STATESMarch 21, 2024Mr. Cornyn (for himself, Ms. Sinema, Mr. Tillis, Mr. Tester, and Ms. Hassan) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and PensionsA BILLTo support local educational agencies in addressing the student mental health crisis.1.Short titleThis Act may be cited as the Creating Access and Resources in Education for Student Mental Health Act or the CARE for Student Mental Health Act.2.PurposesThe purposes of this Act are to address the student mental health crisis by—(1)increasing the number of, and diversifying, school-based mental health services providers; and(2)supporting local educational agencies in recruiting, hiring, retaining, and diversifying school-based mental health services providers to meet the mental health needs of students.3.DefinitionsIn this Act:(1)ESEA DefinitionsThe terms child with a disability, educational service agency, elementary school, English learner, evidence-based, institution of higher education, local educational agency, other staff, outlying area, paraprofessional, professional development, school leader, secondary school, specialized instructional support personnel, Secretary, State, and State educational agency have the meaning given those terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).(2)Eligible institutionThe term eligible institution means an institution of higher education that offers a program of study in—(A)school psychology that prepares students in such program for a State credential as a school psychologist;(B)school counseling that prepares students in such program for a State credential as a school counselor;(C)school social work that prepares students in such program for a State credential as a school social worker;(D)another school-based mental health field that prepares students in such program for a State license or credential as a school-based mental health services provider under State law or regulation, as determined by the Secretary; or(E)any combination of study described in subparagraphs (A) through (D) that prepares students in such program for a State credential as a school based mental health services provider.(3)High-need local educational agency(A)In GeneralThe term high-need local educational agency means a local educational agency that, as of the date on which an application is submitted for a grant under this Act—(i)(I)has a locale code of 32, 33, 41, 42, or 43, as determined by the Secretary; or(II)is in the highest quartile of local educational agencies, as determined by the State educational agency, in a ranking of all local educational agencies in the State, ranked in descending order by the number or percentage of children in each such agency counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)); and(ii)does not meet 2 or more of the following ratios:(I)A ratio of 1 full-time equivalent school counselor for every 250 students.(II)A ratio of 1 full-time equivalent school psychologist for every 500 students.(III)A ratio of 1 full-time equivalent school social worker for every 250 students.(B)ESAThe term high-need local educational agency includes an educational service agency acting on behalf of 1 or more local educational agencies described in subparagraph (A).(4)Indian TribeThe term Indian tribe means any Indian tribe identified as such by the Secretary of the Interior under section 104 of the Federally Recognized Indian Tribe List Act of 1994 (25 U.S.C. 5131). (5)Minority-serving institutionThe term minority-serving institution means an institution of higher education that is an eligible institution under section 371(a) of the Higher Education Act of 1965 (20 U.S.C. 1067q(a)).(6)School-based mental health partnershipThe term school-based mental health partnership means a partnership that—(A)is between an eligible institution and 1 or more local educational agencies;(B)prepares students enrolled in the eligible institution to obtain a State credential as a school-based mental health services provider; and(C)is designed to increase the number or diversity of school-based mental health services providers in schools served by local educational agencies in order to meet recommended ratios of students to full-time equivalent school-based mental health services providers in those schools, such as by—(i)recruiting, preparing, or respecializing students enrolled in the eligible institution’s school-based mental health provider program of study to obtain a State credential as, and to be employed as, a school-based mental health services provider;(ii)expanding supervised opportunities for students enrolled in such program of study to complete required field work, credit hours, internships, or related training in order to meet State credentialing requirements as a school-based mental health services provider in schools served by a local educational agency; and (iii)recruiting and retaining graduates of eligible institutions who have obtained a State credential as a school-based mental health services provider, to provide school-based mental health services related to prevention, early identification, and individualized intervention in schools served by a local educational agency.(7)School-based mental health services providerThe term school-based mental health services provider has the meaning given the term in section 4102 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7112).4.Strengthening the pipeline of school-based mental health services providers(a)PurposeThe purpose of this section is to increase the number or diversity of school counselors, school social workers, school psychologists, and other school-based mental health services providers to serve students enrolled in schools served by local educational agencies.(b)Authorization of grants(1)In generalFrom amounts made available to carry out this section and not reserved under paragraph (2), the Secretary shall award grants, on a competitive basis, to eligible institutions to support school-based mental health partnerships, in accordance with subsection (d).(2)ReservationsFrom the total amount made available to carry out this section for any fiscal year, the Secretary shall reserve not more than 2 percent to support program administration, technical assistance, data collection, and dissemination of best practices under this section.(3)Duration and renewals(A)DurationA grant awarded under this section shall be for a period of not more than 5 years.(B)RenewalThe Secretary may renew a grant awarded under this section if the eligible institution demonstrates to the Secretary that the eligible institution is effectively using funds to significantly expand the pipeline of school counselors, school social workers, school psychologists, and other mental health professionals who meet State credentialing standards as a school-based mental health services provider.(4)Geographic diversityIn awarding grants under paragraph (1), the Secretary shall ensure that, to the extent practicable and in accordance with paragraph (6), grants are distributed among eligible institutions that will serve geographically diverse areas, including urban, suburban, and rural areas.(5)Sufficient size and scopeEach grant awarded under this section shall be of sufficient size and scope to allow the grantee to carry out the purpose of this section.(6)PrioritiesIn awarding grants under paragraph (1), the Secretary shall give priority to—(A)minority-serving institutions, including historically Black colleges and universities (defined as part B institutions under section 322 of the Higher Education Act of 1965 (20 U.S.C. 1061) and Tribal Colleges or Universities (as defined in section 316 of such Act (20 U.S.C. 1059c)); and(B)eligible institutions that seek to form a school-based mental health partnership with a high need local educational agency.(7)TimelineIn carrying out the competitive process described in paragraph (1), the Secretary shall—(A)to the greatest extent practicable, ensure that an eligible institution receives not less than 90 days to submit an application described in subsection (c); and(B)to the greatest extent practicable, provide technical assistance to eligible institutions and to local educational agencies that are or may be part of a school-based mental health partnership, in applying for grants under this section, including by—(i)disseminating the application under this section to all State educational agencies and providing guidance, to the extent practicable, to ensure accurate identification of local educational agencies that may participate in a school-based mental health partnership;(ii)supporting eligible institutions in identifying prospective local educational agencies with whom to partner in a school-based mental health partnership that may be supported by a grant under this section;(iii)provide timely notice about the competitive process under this section, on the same day that a notice inviting applications is published in the Federal Register; (iv)making publicly available templates for sample letters of intent described in subsection (c)(5) and model application materials on the same day that a notice inviting applications is published in the Federal Register; and(v)addressing questions or concerns from the field in a timely manner, as well as offering multiple opportunities, webinars, or other efforts to engage eligible institutions and local educational agencies that are or may be part of a school-based mental health partnership with an eligible institution.(c)ApplicationAn eligible institution applying for a grant under subsection (b)(1) shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require, which shall include—(1)a description of the prevalent mental health or substance use and misuse concerns facing students enrolled in schools served by local educational agencies that will be part of the school-based mental health partnership (referred to in this section as participating local educational agencies), and, if applicable, challenges related to high rates of chronic absenteeism in those schools;(2)the extent to which the proposed school-based mental health partnership will address the challenges described in paragraph (1);(3)a description of how the eligible institution will increase the number or diversity of school-based mental health services providers in participating local educational agencies through the establishment and operation of a school-based mental health partnership, including a description of such partnership’s strategies to—(A)recruit, prepare, respecialize, retrain, or diversify the students enrolled in school-based mental health programs of study in order to help such students to obtain a State credential and be employed as school-based mental health services providers in schools served by local educational agencies; and(B)provide supervised opportunities to place students enrolled in the eligible institution in schools served by a participating local educational agency to complete required field work, credit hours, internships, or related training to meet State credentialing requirements as a school-based mental health services provider, including a description of the factors the partnership will consider when determining the schools in which to place those students;(4)a description of how the school-based mental health partnership will increase the capacity of participating local educational agencies to provide evidence-based comprehensive school-based mental health services, accessible to all students, to address the concerns described in paragraph (1), and, if applicable, how such services will best meet the diverse population of students to be served;(5)if applicable, a description of how the school-based mental health partnership will collaborate with State, regional, and local public health agencies (including mental health agencies), the State Medicaid agency, child welfare agencies, or other related public and private agencies that provide mental health services to support the activities of the school-based mental health partnership; and(6)a preliminary letter of intent, signed by each eligible institution and each participating local educational agency in the school-based mental health partnership described in paragraph (3), that details the financial, programmatic, and long-term commitment of the institution or agency, with respect to the strategies described in the application.(d)Use of fundsAn eligible institution that receives a grant under subsection (b)(1) shall use such funds to establish and operate the school-based mental health partnership described in subsection (c)(3) to increase the number or diversity of school-based mental health services providers and support the recruitment, preparation, respecialization, retraining, or diversification of students enrolled in school-based mental health programs of study, in order to help such students to obtain a State credential and be employed as school-based mental health services providers in schools served by local educational agencies, by engaging in 1 or more of the following:(1)Establishing a new, or expanding an existing, program of study in school psychology, school counseling, school social work, or another school-based mental health field that prepares students to obtain a State credential and be employed as a school-based mental health services provider. Funds may be used to—(A)support recruitment and retention of new or additional faculty;(B)purchase training materials;(C)develop and disseminate materials to recruit potential students;(D)offer financial support to enrolled students; or(E)carry out any other activity necessary to establish or expand such a program of study.(2)Expanding supervised opportunities for students enrolled in school-based mental health programs of study to be placed in schools served by a participating local educational agency in order to complete required field work, credit hours, internships, or related training required to obtain a State credential as a school-based mental health service provider.(3)Developing pathways for staff, particularly diverse and multilingual staff, of local educational agencies to receive necessary education and training to obtain a credential as a school-based mental health services provider.(4)Supporting activities to diversify the school-based mental health services provider workforce, including multilingual school-based mental health services providers.(5)Providing stipends or other financial assistance for students enrolled in school-based mental health programs of study, and supporting required field work, credit hours, internships, or related training in local educational agencies.(6)Supporting collaborations with State, regional, and local public health agencies (such as State substance abuse agencies and State mental health agencies), State Medicaid agencies, community health centers, child welfare agencies, and other related public and private agencies that provide mental health services to support activities under this subsection.(e)Reporting requirements(1)Annual reportEach eligible institution that receives a grant under subsection (b)(1) shall submit a public report to the Secretary on an annual basis and publish such report in a clear and easily accessible format on the website of the eligible institution. Such report shall contain, at a minimum, the following information:(A)The number of postsecondary students enrolled in relevant programs of study operated by the eligible institution and any increases in student enrollment or faculty in such programs of study from the prior year.(B)The number of such postsecondary students supported under the grant.(C)If applicable, the number of such eligible institutions that met their goal of increasing the diversity of school-based mental health services providers. (D)The number of such postsecondary students supported under the grant who were placed in a school served by a participating local educational agency—(i)for training; or (ii)for employment.(E)The ratios of students to full-time equivalent school-based mental health services providers, disaggregated by profession to the extent practicable, at schools served by a participating local educational agency in the school year immediately preceding the first year of the grant and in the most recent year of the grant. (F)The number of school-based mental health services providers employed by participating local educational agencies, disaggregated by the number of such employees who graduated from an eligible institution and obtained a credential as and were placed into employment as a school-based mental health services provider.(2)Secretary’s reportNot later than 3 years after receiving the reports described in paragraph (1), and every 2 years thereafter, the Secretary shall submit a report to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives and make the report publicly available in a clear and easily accessible format on the website of the Department of Education. Such report shall include a summary of the reports submitted by eligible institutions and identify best practices related to—(A)improving, expanding, and diversifying preparation programs for school counselors, school psychologists, school social workers, and other school-based mental health services providers; and(B)supporting the recruitment and preparation of school-based mental health services providers, including effective respecialization and retraining programs.(f)Disaggregation of dataDisaggregation of data shall not be required under this section when the number is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual.(g)Supplement not supplantFunds made available to an eligible institution through a grant under this section shall be used only to supplement and not supplant, any State, local, or non-Federal funds that would otherwise be used to carry out the activities described under this section.(h)Multiple grants to single institutionIn awarding grants under subsection (b)(1), the Secretary may award multiple grants to a single eligible institution if the Secretary determines that—(1)the eligible institution submitted a high-quality application for each distinct program of study, such as a program related to school psychology or school social work; and(2)each award would support students enrolled in distinct programs of study in related school-based mental health services fields.(i)ProhibitionA local educational agency that enters a school-based mental health partnership with an eligible institution that receives funds under this section shall not be eligible to participate in another school-based mental health partnership with another eligible institution that receives funds under this section until the original grant period has ended.(j)Authorization of appropriationsThere are authorized to be appropriated to carry out this section such sums as may be necessary for each of fiscal years 2025 through 2029.5.School-based mental health services grant program(a)PurposeThe purpose of this section is to support high-need local educational agencies in recruiting, hiring, retaining, and diversifying school-based mental health services providers to expand access to school-based mental health services for students enrolled in schools served by such agencies.(b)Authorization of grants(1)In generalFrom amounts made available to carry out this section and not reserved under paragraph (2), the Secretary shall award grants, on a competitive basis, to high-need local educational agencies, in accordance with this section.(2)ReservationsFrom the total amount made available to carry out this section for a fiscal year, the Secretary shall—(A)reserve not more than 2 percent of such amount for program administration, technical assistance, and data collection;(B)reserve 1 percent for the Secretary of the Interior for schools operated or funded by the Bureau of Indian Education, in accordance with the purpose of this section; and(C)reserve 1 percent for allotments for payments to the outlying areas, to be distributed among those outlying areas on the basis of their relative need, as determined by the Secretary, in accordance with the purpose of this section.(3)Duration and renewals(A)DurationA grant awarded under this section shall be for a period of not more than 5 years.(B)RenewalThe Secretary may renew a grant awarded under this section for a period of not more than 2 years.(4)Diversity of projects(A)In generalSubject to subparagraph (B), in awarding grants under paragraph (1), the Secretary shall ensure that, to the extent practicable, grants are distributed among high-need local educational agencies that will serve geographically diverse areas, including urban, suburban, and rural areas.(B)Rural local educational agenciesIn awarding grants under paragraph (1), the Secretary shall ensure that, to the greatest extent practicable, not less than 30 percent of the amounts made available to carry out this section that remain after making reservations under paragraph (2) are awarded to high-quality applications submitted by high-need local educational agencies to support rural high-need local educational agencies described in section 3(3)(A)(i)(I).(5)Sufficient size and scopeEach grant awarded under paragraph (1) shall be of sufficient size and scope to allow the high-need local educational agency receiving the grant to carry out the purpose of this section. (6)TimelineIn carrying out the competitive process under this subsection, the Secretary shall—(A)to the greatest extent practicable, ensure that high-need local educational agencies have not less 90 days to submit an application;(B)to the greatest extent practicable, send a communication to every high-need local educational agency containing notice of the application and the award deadline; and(C)to the greatest extent practicable, provide technical assistance to high-need local educational agencies, including by—(i)addressing questions or concerns from the field in a timely manner, as well as offering multiple opportunities, webinars, or other efforts to engage local educational agencies about the application process; and(ii)publishing not less than 3 examples of grant applications from geographically diverse locales, including not less than 1 such example from a rural high-need local educational agency described in section 3(3)(A)(i)(I). (c)ApplicationA high-need local educational agency applying for a grant under subsection (b)(1) shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require, which may include—(1)a description of the prevalent mental health or substance use and misuse concerns facing students enrolled in schools served by the high-need local educational agency, and, if applicable, challenges related to high rates of chronic absenteeism in those schools;(2)a description of the current shortage of school-based mental health services providers in schools served by the high-need local educational agency that will be served under the grant;(3)a description of the applicant’s plan to support recruiting, hiring, retaining, or diversifying school-based mental health services providers in schools served by the high-need local educational agency to be served under the grant;(4)if applicable, a description of the high-need local educational agency's plan to increase the capacity of educators, school leaders, school-based mental health services providers, and other relevant staff to address the needs described in paragraph (1); and (5)an assurance that any school-based mental health services provider, including any provider offering telehealth services, provides services in a manner consistent with section 444 of the General Education Provisions Act (20 U.S.C. 1232g; commonly known as the Family Educational Rights and Privacy Act of 1974) and the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), as well as all applicable Federal, State, and local laws.(d)Use of funds(1)Recruiting, hiring, and retaining school-based mental health services providersA high-need local educational agency that receives a grant under subsection (b)(1) shall use such funds to carry out 1 or more of the following:(A)Implementing strategies to recruit school-based mental health services providers in schools served by high-need local educational agencies to help mitigate shortages of such providers, such as—(i)salary stipends or other financial incentives;(ii)relocation benefits; and(iii)opportunities for continuing professional development.(B)Hiring school-based mental health services providers to—(i)provide school-based mental health services to students enrolled in schools served by high-need local educational agencies; and(ii)implement evidence-based practices to improve school climate to support positive student mental health.(C)Implementing strategies to retain school-based mental health services providers in schools served by high-need local educational agencies, which may include providing—(i)incentives described in subparagraph (A); and(ii)ongoing professional development, induction, mentorship, or peer support for school-based mental health services providers.(2)Additional usesIn addition to the activities described in paragraph (1), a high-need local educational agency that receives a grant under subsection (b)(1) may also use such funds to increase the capacity of the high-need local educational agency to address student needs described in subsection (c)(1), through activities that may include—(A)providing professional development to school-based mental health services providers, teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, other staff employed by each high-need local educational agency, and to the extent practicable, families, related to—(i)meeting the needs of students at elevated risk of suicide, mental health concerns, or substance use and misuse;(ii)implementation of evidence-based school-based mental health services with high fidelity, including such services related to—(I)prevention, early identification, and individualized intervention;(II)addressing substance use and misuse; and(III)preventing and eliminating any existing stigma in accessing such services;(iii)mitigating indirect or secondary trauma experienced by staff employed by the high-need local educational agency and implementing evidence-based programs to promote mental health among such staff;(iv)supporting school-based mental health services providers qualified to support students in languages other than English and children with disabilities;(v)understanding when and how to refer a student to a school-based mental health services provider;(vi)supporting the use of evidence-based practices to address student mental health needs; and(vii)addressing chronic absenteeism;(B)supporting high-need local educational agencies in billing and accessing reimbursements under the Medicaid program under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.) and the Children’s Health Insurance Program under title XXI of the Social Security Act (42 U.S.C. 1397aa et seq.); or(C)other activities that support the development and implementation of innovative strategies to increase access to school-based mental health services in schools served by high-need local educational agencies, which may include increasing access to school-based mental health services provided through telehealth, including ensuring any services provided through telehealth are accessible for children with disabilities.(e)Disaggregation of dataDisaggregation of data shall not be required under this section when the number is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual.(f)Reporting requirements(1)ReportingEach high-need local educational agency that receives a grant under subsection (b)(1) shall submit a report to the Secretary on an annual basis and publish such report in a clear and easily accessible format on the website of the high-need local educational agency. Such report shall contain any information required by the Secretary and, at a minimum, the following:(A)The number of school-based mental health services providers employed by high-need local educational agencies served under the grant and any increases from the prior year, disaggregated by—(i)the number of each type of such providers who was recruited, hired, or retained, with support under this grant; and(ii)the demographics of such providers.(B)The ratio of students to school-based mental health services providers in schools served by high-need local educational agencies served under the grant and the extent to which such ratio has decreased since the start of the grant period.(C)The reduction in the annual attrition rate of school-based mental health services providers employed by high-need local educational agencies served under the grant and the extent to which such attrition rate has decreased since the start of the grant period.(D)A description of the strategies used by high-need local educational agencies served under the grant to implement innovative evidenced-based strategies to increase access to school-based mental health services and to improve school climate for students enrolled in schools served by such agencies.(2)Secretary’s reports(A)In generalNot later than 3 years after receiving the reports described in paragraph (1), and every 2 years thereafter, the Secretary shall submit a report to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives that—(i)includes a summary of the reports submitted by grant recipients under paragraph (1);(ii)identifies effective practices related to the activities supported by the grant program under this section; and(iii)includes an analysis of whether the recipient carried out its plan described in subsection (c)(3). (B)Publicly availableNot later than 1 month after submitting a report described in subparagraph (A), the Secretary shall publish such report in a clear and easily accessible format on the website of the Department of Education.(g)Authorization of appropriationsThere are authorized to be appropriated to carry out this section such sums as may be necessary for each of fiscal years 2025 through 2029.6.RuleThe requirements of section 4001 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7101) shall apply to an eligible institution, local educational agency, or educational service agency receiving a grant under this Act, or participating in a program that receives funds under this Act, in the same manner as those requirements apply to an entity receiving an award under title IV of such Act.\n--- KONIEC DOKUMENTU ---\n\nPAMIĘTAJ: Twoja odpowiedź MUSI być wyłącznie poprawnym obiektem JSON. Nie dodawaj żadnych dodatkowych znaków, komentarzy ani tekstu przed znacznikiem '{' ani po znaczniku '}'. Cała odpowiedź musi być parsowalna jako JSON.\nNa podstawie POWYŻSZEGO dokumentu, wypełnij poniższą strukturę JSON:\nOto struktura JSON, której oczekuję (wypełnij ją treścią):\n{\n  \"pl_ai_title\": \"Nowy, krótki tytuł dla aktu prawnego po polsku, oddający sedno wprowadzanych zmian (np. maksymalnie 10-12 słów).\",\n  \"pl_summary\": \"2-3 zdania zwięzłego podsumowania treści aktu prawnego po polsku, napisane z perspektywy wpływu na życie codzienne obywateli.\",\n  \"pl_key_points\": [\n    \"Pierwszy krótki punkt po polsku dotyczący najważniejszych wprowadzanych rozwiązań lub zmian.\",\n    \"Drugi krótki punkt po polsku...\"\n  ],\n  \"eng_ai_title\": \"A new, short title for the legal act in English, capturing the essence of the changes (e.g., max 10-12 words).\",\n  \"eng_summary\": \"2-3 sentences summarizing the legal act in English, from the perspective of its impact on citizens' daily lives.\",\n  \"eng_key_points\": [\n    \"First short bullet point in English regarding the most important solutions or changes being introduced.\",\n    \"Second short bullet point in English...\"\n  ],\n  \"de_ai_title\": \"Ein neuer, kurzer Titel für das Rechtsdokument auf Deutsch, der den Kern der Änderungen erfasst (z.B. max. 10-12 Wörter).\",\n  \"de_summary\": \"2-3 Sätze Zusammenfassung des Rechtsdokuments auf Deutsch, aus der Perspektive seiner Auswirkungen auf das tägliche Leben der Bürger.\",\n  \"de_key_points\": [\n    \"Erster kurzer Stichpunkt auf Deutsch zu den wichtigsten eingeführten Lösungen oder Änderungen.\",\n    \"Zweiter kurzer Stichpunkt auf Deutsch...\"\n  ],\n  \"fr_ai_title\": \"Un nouveau titre court pour l'acte juridique en français, saisissant l'essence des changements (par exemple, 10-12 mots maximum).\",\n  \"fr_summary\": \"Résumé de 2-3 phrases de l'acte juridique en français, du point de vue de son impact sur la vie quotidienne des citoyens.\",\n  \"fr_key_points\": [\n    \"Premier court point en français concernant les solutions ou changements les plus importants introduits.\",\n    \"Deuxième court point en français...\"\n  ],\n  \"es_ai_title\": \"Un nuevo título breve para el acto jurídico en español, que recoja la esencia de los cambios (por ejemplo, máximo 10-12 palabras).\",\n  \"es_summary\": \"Resumen de 2-3 frases del acto jurídico en español, desde la perspectiva de su impacto en la vida cotidiana de los ciudadanos.\",\n  \"es_key_points\": [\n    \"Primer punto breve en español sobre las soluciones o cambios más importantes que se introducen.\",\n    \"Segundo punto breve en español...\"\n  ],\n  \"it_ai_title\": \"Un nuovo titolo breve per l'atto giuridico in italiano, che colga l'essenza delle modifiche (ad es. massimo 10-12 parole).\",\n  \"it_summary\": \"Riepilogo di 2-3 frasi dell'atto giuridico in italiano, dal punto di vista del suo impatto sulla vita quotidiana dei cittadini.\",\n  \"it_key_points\": [\n    \"Primo breve punto in italiano riguardante le soluzioni o le modifiche più importanti introdotte.\",\n    \"Secondo breve punto in italiano...\"\n  ],\n  \"nl_ai_title\": \"Een nieuwe, korte titel voor de rechtshandeling in het Nederlands, die de essentie van de wijzigingen weergeeft (bijv. max. 10-12 woorden).\",\n  \"nl_summary\": \"Samenvatting van 2-3 zinnen van de rechtshandeling in het Nederlands, vanuit het perspectief van de impact op het dagelijks leven van burgers.\",\n  \"nl_key_points\": [\n    \"Eerste korte punt in het Nederlands betreffende de belangrijkste geïntroduceerde oplossingen of wijzigingen.\",\n    \"Tweede korte punt in het Nederlands...\"\n  ],\n  \"pt_ai_title\": \"Um novo título curto para o ato jurídico em português, capturando a essência das mudanças (por exemplo, máx. 10-12 palavras).\",\n  \"pt_summary\": \"Resumo de 2-3 frases do ato jurídico em português, na perspetiva do seu impacto na vida quotidiana dos cidadãos.\",\n  \"pt_key_points\": [\n    \"Primeiro ponto curto em português sobre as soluções ou alterações mais importantes introduzidas.\",\n    \"Segundo ponto curto em português...\"\n  ],\n  \"category\": [\"Categorize the document into one category by default, based on the field it primarily concerns. Choose up to 3 if the document also touches upon SIGNIFICANT issues from other categories. You MUST select categories ONLY from the following list: Health, Education, Family, Taxes, Labor, Security, Environment, Courts and Law, Transport, Benefits, Real Estate, Media and Culture, Local Government, Migration, Agriculture, Public Investments, Informatization, Economy. If the document does not definitively fit any of these, you MUST use \"Other\". If you use \"Other\", it should be the ONLY category selected. Do NOT invent new categories. The response must be an array of strings, e.g., [\"Taxes\", \"Family\"].\"]\n}\n\n",
      "ai_response_raw": "{\n  \"pl_ai_title\": \"Więcej psychologów i wsparcia dla zdrowia psychicznego uczniów w szkołach.\",\n  \"pl_summary\": \"Ustawa ma na celu zwiększenie dostępu uczniów do usług zdrowia psychicznego w szkołach poprzez finansowanie programów szkolących nowych specjalistów, takich jak psychologowie i pracownicy socjalni. Obywatele mogą oczekiwać, że ich dzieci będą miały łatwiejszy dostęp do pomocy w zakresie zdrowia psychicznego i uzależnień, zwłaszcza w szkołach o największych potrzebach. Środki te mają również na celu poprawę ogólnego klimatu w szkołach i zmniejszenie braków kadrowych wśród specjalistów.\",\n  \"pl_key_points\": [\n    \"Finansowanie dla uczelni wyższych: Granty na tworzenie lub rozszerzanie programów szkolących psychologów, doradców i pracowników socjalnych, aby zwiększyć liczbę i różnorodność specjalistów dostępnych w szkołach.\",\n    \"Wsparcie dla szkół o wysokich potrzebach: Konkurencyjne granty dla szkół z największymi brakami kadrowymi, przeznaczone na rekrutację, zatrudnianie i utrzymanie specjalistów ds. zdrowia psychicznego (np. poprzez stypendia, dodatki do wynagrodzeń, szkolenia).\",\n    \"Poprawa wskaźników: Celem jest osiągnięcie zalecanych wskaźników liczby uczniów na jednego specjalistę (np. 1 psycholog na 500 uczniów, 1 doradca na 250 uczniów), co oznacza bardziej spersonalizowaną pomoc dla uczniów.\",\n    \"Rozwój kadr: Fundusze mogą być wykorzystane na szkolenia dla nauczycieli i innych pracowników szkoły, aby lepiej identyfikowali i wspierali uczniów zagrożonych samobójstwem, uzależnieniami lub innymi problemami psychicznymi.\"\n  ],\n  \"eng_ai_title\": \"Boosting student mental health: Funding for more school counselors and psychologists.\",\n  \"eng_summary\": \"This Act aims to increase student access to mental health services in schools by funding programs that train new specialists, such as school psychologists and social workers. Citizens can expect their children to have easier access to mental health and substance abuse support, especially in high-need schools. The measures also seek to improve the overall school climate and reduce staff shortages among mental health providers.\",\n  \"eng_key_points\": [\n    \"Funding for Higher Education: Grants for universities to create or expand programs training school psychologists, counselors, and social workers to increase the number and diversity of specialists available in schools.\",\n    \"Support for High-Need Schools: Competitive grants for schools with the greatest staff shortages, dedicated to recruiting, hiring, and retaining mental health providers (e.g., through stipends, salary incentives, and professional development).\",\n    \"Improving Ratios: The goal is to meet recommended student-to-provider ratios (e.g., 1 psychologist per 500 students, 1 counselor per 250 students), meaning more personalized help for students.\",\n    \"Workforce Development: Funds can be used for training teachers and other school staff to better identify and support students at risk of suicide, substance abuse, or other mental health issues.\"\n  ],\n  \"de_ai_title\": \"Mehr Schulpsychologen: Finanzierung für psychische Gesundheit von Schülern.\",\n  \"de_summary\": \"Das Gesetz zielt darauf ab, den Zugang von Schülern zu psychologischen Diensten in Schulen zu verbessern, indem Programme zur Ausbildung neuer Spezialisten, wie Schulpsychologen und Sozialarbeiter, finanziert werden. Bürger können erwarten, dass ihre Kinder leichter Zugang zu Unterstützung bei psychischen Problemen und Sucht erhalten, insbesondere in Schulen mit hohem Bedarf. Die Maßnahmen sollen auch das allgemeine Schulklima verbessern und den Personalmangel bei psychologischen Fachkräften reduzieren.\",\n  \"de_key_points\": [\n    \"Finanzierung für Hochschulen: Zuschüsse für Universitäten zur Schaffung oder Erweiterung von Ausbildungsprogrammen für Schulpsychologen, Berater und Sozialarbeiter, um die Anzahl und Vielfalt der in Schulen verfügbaren Fachkräfte zu erhöhen.\",\n    \"Unterstützung für Schulen mit hohem Bedarf: Wettbewerbsfähige Zuschüsse für Schulen mit dem größten Personalmangel, die für die Rekrutierung, Einstellung und Bindung von Fachkräften für psychische Gesundheit vorgesehen sind (z. B. durch Stipendien, Gehaltszuschläge, Schulungen).\",\n    \"Verbesserung der Betreuungsverhältnisse: Ziel ist es, die empfohlenen Schüler-zu-Betreuer-Verhältnisse zu erreichen (z. B. 1 Psychologe pro 500 Schüler, 1 Berater pro 250 Schüler), was eine individuellere Hilfe für Schüler bedeutet.\",\n    \"Personalentwicklung: Mittel können für die Schulung von Lehrern und anderem Schulpersonal verwendet werden, um Schüler, die von Suizid, Sucht oder anderen psychischen Problemen bedroht sind, besser zu identifizieren und zu unterstützen.\"\n  ],\n  \"fr_ai_title\": \"Soutien à la santé mentale des élèves: Financement pour plus de psychologues scolaires.\",\n  \"fr_summary\": \"Cette loi vise à améliorer l'accès des élèves aux services de santé mentale dans les écoles en finançant des programmes de formation de nouveaux spécialistes, tels que des psychologues scolaires et des travailleurs sociaux. Les citoyens peuvent s'attendre à ce que leurs enfants aient un accès plus facile à l'aide en matière de santé mentale et de toxicomanie, en particulier dans les écoles ayant les plus grands besoins. Ces mesures visent également à améliorer le climat scolaire général et à réduire les pénuries de personnel spécialisé.\",\n  \"fr_key_points\": [\n    \"Financement pour l'enseignement supérieur: Subventions aux universités pour créer ou élargir des programmes de formation de psychologues scolaires, de conseillers et de travailleurs sociaux afin d'augmenter le nombre et la diversité des spécialistes disponibles dans les écoles.\",\n    \"Soutien aux écoles à besoins élevés: Subventions concurrentielles pour les écoles souffrant des plus grandes pénuries de personnel, dédiées au recrutement, à l'embauche et à la rétention des prestataires de services de santé mentale (par exemple, via des allocations, des incitations salariales, des formations continues).\",\n    \"Amélioration des ratios: L'objectif est d'atteindre les ratios élèves/prestataires recommandés (par exemple, 1 psychologue pour 500 élèves, 1 conseiller pour 250 élèves), ce qui signifie une aide plus personnalisée pour les élèves.\",\n    \"Développement des compétences: Les fonds peuvent être utilisés pour former les enseignants et autres membres du personnel scolaire afin qu'ils identifient et soutiennent mieux les élèves à risque de suicide, de toxicomanie ou d'autres problèmes de santé mentale.\"\n  ],\n  \"es_ai_title\": \"Impulso a la salud mental estudiantil: Más psicólogos y consejeros escolares.\",\n  \"es_summary\": \"Esta ley busca aumentar el acceso de los estudiantes a los servicios de salud mental en las escuelas mediante la financiación de programas que capaciten a nuevos especialistas, como psicólogos escolares y trabajadores sociales. Los ciudadanos pueden esperar que sus hijos tengan un acceso más fácil a la ayuda para la salud mental y el abuso de sustancias, especialmente en las escuelas con mayores necesidades. Las medidas también buscan mejorar el clima escolar general y reducir la escasez de personal especializado.\",\n  \"es_key_points\": [\n    \"Financiación para la Educación Superior: Subvenciones para universidades para crear o expandir programas de formación de psicólogos escolares, consejeros y trabajadores sociales para aumentar el número y la diversidad de especialistas disponibles en las escuelas.\",\n    \"Apoyo a Escuelas de Alta Necesidad: Subvenciones competitivas para escuelas con la mayor escasez de personal, dedicadas a reclutar, contratar y retener a proveedores de servicios de salud mental (por ejemplo, a través de estipendios, incentivos salariales y desarrollo profesional).\",\n    \"Mejora de Ratios: El objetivo es alcanzar las proporciones recomendadas de estudiantes por proveedor (por ejemplo, 1 psicólogo por cada 500 estudiantes, 1 consejero por cada 250 estudiantes), lo que significa una ayuda más personalizada para los estudiantes.\",\n    \"Desarrollo de la Fuerza Laboral: Los fondos pueden utilizarse para capacitar a maestros y otro personal escolar para que identifiquen y apoyen mejor a los estudiantes en riesgo de suicidio, abuso de sustancias u otros problemas de salud mental.\"\n  ],\n  \"it_ai_title\": \"Più supporto psicologico scolastico: Finanziamenti per la salute mentale degli studenti.\",\n  \"it_summary\": \"Questa legge mira ad aumentare l'accesso degli studenti ai servizi di salute mentale nelle scuole finanziando programmi che formano nuovi specialisti, come psicologi scolastici e assistenti sociali. I cittadini possono aspettarsi che i loro figli abbiano un accesso più facile all'aiuto per la salute mentale e l'abuso di sostanze, specialmente nelle scuole con maggiori necessità. Le misure mirano anche a migliorare il clima scolastico generale e a ridurre la carenza di personale specializzato.\",\n  \"it_key_points\": [\n    \"Finanziamenti per l'Istruzione Superiore: Sovvenzioni per le università per creare o espandere programmi di formazione per psicologi scolastici, consulenti e assistenti sociali per aumentare il numero e la diversità degli specialisti disponibili nelle scuole.\",\n    \"Sostegno alle Scuole ad Alto Bisogno: Sovvenzioni competitive per le scuole con la maggiore carenza di personale, dedicate al reclutamento, all'assunzione e al mantenimento di fornitori di servizi di salute mentale (ad esempio, tramite stipendi, incentivi salariali e sviluppo professionale continuo).\",\n    \"Miglioramento dei Rapporti: L'obiettivo è raggiungere i rapporti studente-fornitore raccomandati (ad esempio, 1 psicologo ogni 500 studenti, 1 consulente ogni 250 studenti), il che significa un aiuto più personalizzato per gli studenti.\",\n    \"Sviluppo della Forza Lavoro: I fondi possono essere utilizzati per formare insegnanti e altro personale scolastico per identificare e supportare meglio gli studenti a rischio di suicidio, abuso di sostanze o altri problemi di salute mentale.\"\n  ],\n  \"nl_ai_title\": \"Meer schoolpsychologen: Financiering voor mentale gezondheidszorg studenten.\",\n  \"nl_summary\": \"Deze wet is bedoeld om de toegang van studenten tot geestelijke gezondheidszorg op scholen te vergroten door programma's te financieren die nieuwe specialisten, zoals schoolpsychologen en maatschappelijk werkers, opleiden. Burgers kunnen verwachten dat hun kinderen gemakkelijker toegang krijgen tot hulp bij geestelijke gezondheid en middelenmisbruik, vooral op scholen met de grootste behoeften. De maatregelen zijn ook gericht op het verbeteren van het algemene schoolklimaat en het verminderen van personeelstekorten onder gespecialiseerde hulpverleners.\",\n  \"nl_key_points\": [\n    \"Financiering voor Hoger Onderwijs: Subsidies voor universiteiten om opleidingsprogramma's voor schoolpsychologen, counselors en maatschappelijk werkers op te zetten of uit te breiden, om het aantal en de diversiteit van specialisten op scholen te vergroten.\",\n    \"Ondersteuning voor Scholen met Hoge Behoeften: Concurrerende subsidies voor scholen met de grootste personeelstekorten, bestemd voor het werven, aannemen en behouden van geestelijke gezondheidszorgverleners (bijv. via toelagen, salarisstimulansen en professionele ontwikkeling).\",\n    \"Verbetering van Ratio's: Het doel is om de aanbevolen student-tot-hulpverlener-ratio's te bereiken (bijv. 1 psycholoog per 500 studenten, 1 counselor per 250 studenten), wat meer gepersonaliseerde hulp voor studenten betekent.\",\n    \"Personeelsontwikkeling: Fondsen kunnen worden gebruikt voor de opleiding van leraren en ander schoolpersoneel om studenten met risico op zelfmoord, middelenmisbruik of andere psychische problemen beter te identificeren en te ondersteunen.\"\n  ],\n  \"pt_ai_title\": \"Mais psicólogos escolares: Financiamento para saúde mental dos estudantes.\",\n  \"pt_summary\": \"Este ato visa aumentar o acesso dos estudantes a serviços de saúde mental nas escolas, financiando programas que formam novos especialistas, como psicólogos escolares e assistentes sociais. Os cidadãos podem esperar que os seus filhos tenham acesso mais fácil a apoio em saúde mental e abuso de substâncias, especialmente em escolas com maiores necessidades. As medidas também procuram melhorar o clima escolar geral e reduzir a escassez de pessoal especializado.\",\n  \"pt_key_points\": [\n    \"Financiamento para o Ensino Superior: Subsídios para universidades criarem ou expandirem programas de formação de psicólogos escolares, conselheiros e assistentes sociais para aumentar o número e a diversidade de especialistas disponíveis nas escolas.\",\n    \"Apoio a Escolas de Alta Necessidade: Subsídios competitivos para escolas com a maior escassez de pessoal, dedicados ao recrutamento, contratação e retenção de prestadores de serviços de saúde mental (por exemplo, através de estipêndios, incentivos salariais e desenvolvimento profissional).\",\n    \"Melhoria das Proporções: O objetivo é atingir as proporções recomendadas de aluno por prestador (por exemplo, 1 psicólogo por 500 alunos, 1 conselheiro por 250 alunos), o que significa ajuda mais personalizada para os alunos.\",\n    \"Desenvolvimento da Força de Trabalho: Os fundos podem ser usados para treinar professores e outros funcionários escolares para melhor identificar e apoiar alunos em risco de suicídio, abuso de substâncias ou outros problemas de saúde mental.\"\n  ],\n  \"category\": [\n    \"Education\",\n    \"Health\"\n  ]\n}"
    }
  ]
}