A student shouldn’t have to reach a mental health crisis before receiving support. Waiting until symptoms become severe rather than creating opportunities to recognize concerns earlier is far too common, but schools provide a unique opportunity to change this.

Adolescents spend 6 to 7 hours a day in school, and it can be extremely difficult to hide true emotions for that extended period. Frequently, school personnel notice these changes but may be unsure how to approach the situation. As noted by the Centers for Disease Control and Prevention (CDC), bringing mental health resources closer to students can help shift our approach from reacting to crises to recognizing them earlier.

But why is this particularly relevant now? In 2025, according to the CDC, approximately one in three U.S. high school students experienced persistent feelings of sadness or hopelessness. Furthermore, 14% of high school students seriously considered attempting suicide. Clearly, we shouldn’t take lightly the need for mental health resources in adolescence.

In the era of technology, younger generations are spending more time online, and studies, including by Saleem and colleagues, have shown a significant relationship between social media use and symptoms of depression and anxiety in adolescents. The changing needs and experiences of younger generations requires new approaches to addressing related mental health outcomes.

A proposed approach

The Mental Health Services for Students Act of 2025 (H.R. 5557) offers one approach. Introduced by Representative Andrea Salinas, the bipartisan legislation would expand school-based mental health programs through the Substance Abuse and Mental Health Services Administration’s Project AWARE. The bill would support partnerships between schools and community mental health providers and expand access to on-site services. In addition, the bill would provide training for school personnel to recognize signs of trauma, mental health disorders, and suicide risk. Research also supports this idea. A meta-analysis by Zhang and colleagues involving over 22,000 students found that school-based mental health interventions significantly reduced symptoms of depression and anxiety.

For nurses, this issue should feel familiar. We understand the value of early identification and screening. We routinely monitor for changes in behavior and functioning. We also provide education and connect individuals with resources. So why should mental health concerns be approached any differently? The emphasis on prevention and early intervention should expand across all areas of healthcare.

Concerns

Reasonable concerns about expanding school-based mental health programs exist. Most notably, H.R. 5557 would require $300 million for fiscal years 2027 and 2028. Some may argue that this funding could be better used in other areas, such as improving academic programs. But can academic performance be maximized when mental health is deteriorating?

Another concern is the role of public schools and whether they should take on additional responsibilities when many already face limited resources. My argument is that training school personnel to recognize concerning signs doesn’t mean we’re asking teachers to become therapists. Instead, they’ll be better equipped with tools to recognize when additional support may be needed, creating a cleaner pathway to professional care.

In addition, as noted by Committee on Education and the Workforce, some may worry that expanding mental health services in schools could limit parental decision-making. While this is a valuable consideration, expanding services should complement the role of parents and families, not replace that it.

These challenges deserve thoughtful consideration, and they highlight the importance of collaboration. The legislation encourages working closely with schools, community-based mental health providers, and other organizations rather than placing the responsibility on educators alone.

What you can do

As nurses, we’ve witnessed firsthand what happens when people can’t access resources until they reach a point of crisis. School-based mental health care can provide an opportunity for early intervention.

So what can we do? Nurses and other healthcare professionals can learn more about H.R. 5557 and contact their U.S. representatives to express support.

Mental health care can’t help a student who can’t access it. Meeting students where they already are is one way to begin closing that gap.

Laura Smith is a psychiatric-mental health nurse practitioner student at the University of Pennsylvania in Philadelphia.

References

Centers for Disease Control and Prevention. Mental health and suicide risks. September 18, 2026. cdc.gov/yrbs/youth-health-in-focus/mental-health.html

Committee on Education & Workforce. Democrats vote against giving parents the right to manage their child’s mental health. September 29, 2022. edworkforce.house.gov/news/documentsingle.aspx?DocumentID=408617

Saleem N, Young P, Yousuf S. Exploring the relationship between social media use and symptoms of depression and anxiety among children and adolescents: A systematic narrative review. Cyberpsychol Behav Soc Netw. 2024;27(11):771-97. doi:10.1089/cyber.2023.0456

Salinas A. Rep. Salinas reintroduces bipartisan legislation to expand mental health services for students nationwide. September 23, 2025. salinas.house.gov/media/press-releases/rep-salinas-reintroduces-bipartisan-legislatIon-expand-mental-health-services

 Mental Health Services for Students Act of 2025, H.R. 5557, 119th Cong. (2025).congress.gov/119/bills/hr5557/BILLS-119hr5557ih.pdf

Zhang Q, Wang J, Neitzel A. School-based mental health interventions targeting depression or anxiety: A meta-analysis of rigorous randomized controlled trials for school-aged children and adolescents. J Youth Adolesc. 2023;52(1):195-217. doi:10.1007/s10964-022-01684-4