The Mental Health Services for Students Act of 2025 would establish a federal grant program to fund school-based mental health services for students in grades K-12, particularly those experiencing trauma, grief, suicide risk, or violence. It directly affects schools (including Bureau of Indian Education schools), students, and community mental health providers through partnerships that must include school districts and local mental health entities. Key provisions require services to be culturally appropriate, trauma-informed, and integrated with positive behavioral supports, with grants capped at $2 million per award for 5 years (renewable) and funded at $300 million annually for 2027-2028. Recipients must report annually on program outcomes, ensure equitable access across urban and rural areas, and comply with privacy laws like HIPAA and FERPA.
The Stop Child Hunger Act of 2025 expands the Summer Electronic Benefits Transfer (EBT) program to cover school closure periods (when schools operate remotely or hybrid for 5+ consecutive weekdays), not just summer months. It directly affects children in households qualifying for free school meals during these closures. Key provisions include updating program definitions, phasing down federal administrative funding from 100% in 2026 to 50% by 2031, and providing $50 million in grants to states for data system upgrades to implement the changes. The bill modifies existing school meal program rules without creating new eligibility criteria.
HR 4186, the Connecting Students with Mental Health Services Act, creates a federal grant program to expand mental health services for K-12 students in underserved areas. It authorizes $5 million annually (2026-2029) for grants to school districts partnering with community health providers to establish telehealth programs, focusing on rural, high-poverty, or health-professional-shortage-area schools. Funds can cover telehealth equipment, staffing, and facilities to deliver remote mental health care. The program requires grantees to comply with privacy laws and report on student access to services by 2027. This directly affects students lacking local mental health resources through concrete funding for telehealth infrastructure.
S 375, the Transition-to-Success Mentoring Act, creates a federal program to establish school-based mentoring for at-risk middle school students transitioning to high school. The bill requires grantees to assign each eligible student a "success coach" who develops a personalized plan with the student, parents, and school staff, including academic, college, and career goals. Success coaches must meet monthly with students and quarterly with parents/teachers to track progress, and programs must prioritize schools in high-poverty, high-crime, or rural areas. Grantees must report annually on student outcomes like academic achievement, attendance, and postsecondary enrollment, with the Secretary submitting final reports to Congress after five years. The program targets students in middle schools served by eligible entities, such as school districts or nonprofit partnerships.
The Focus on Learning Act requires the Surgeon General to study how personal mobile devices affect student learning, mental health, and school climate in elementary and secondary schools. It establishes a pilot program offering $5 million over five years to school districts that implement "device-free" environments - requiring secure storage for students' personal phones during school hours - while allowing exceptions for health needs, students with disabilities, or language translation. Schools in the pilot must obtain parental input, maintain staff communication systems, and detail their device policies before participating. The study and pilot aim to test whether reducing personal device use during school improves academic outcomes and school environment, with results to be reported to Congress.
S 1534 establishes a National Science Foundation grant program to increase participation of women, underrepresented minorities (including Black, Hispanic, Native American, Asian subgroups, LGBTQ+ individuals), and people with disabilities in STEM fields. It authorizes $15 million annually (2026-2030) for competitive grants to fund specific activities like mentoring programs, internships, online workshops, K-12 outreach, and faculty recruitment. The program directly affects eligible educational institutions and organizations seeking to address documented disparities in STEM degree completion and workforce retention. Key provisions require grantees to target underrepresented groups identified through NSF data showing persistent gaps in enrollment, graduation, and career retention. The bill focuses on actionable support mechanisms rather than legislative changes.
The Student Empowerment Act (HR 939) expands the use of 529 college savings plans to cover more K-12 education costs. It allows families to use these tax-advantaged savings for tuition, curriculum materials, books, online learning, approved tutoring (by licensed instructors), standardized test fees, dual enrollment, and educational therapies for students with disabilities. Homeschooling expenses are included if they meet state requirements. This change applies to distributions made after the bill's enactment, enabling tax-free savings for a broader range of elementary and secondary education expenses.
This bill authorizes $250 million over five years to fund grants for states, school districts, and eligible Tribal schools to expand computer science education. It requires grantees to provide computer science courses for all high school students within five years, create early access from pre-K through middle school, and implement plans to close equity gaps for underrepresented groups (including minority students, girls, and low-income youth). Grant funds must cover teacher training, high-quality learning materials, and targeted support for underrepresented students, with strict limits on equipment spending (max 15%). Grantees must report annually on student participation data disaggregated by race, gender, and socioeconomic status.
HR 5482, the Prevent Youth Suicide Act, requires schools serving grades 6-12 that receive federal education funds to implement evidence-based suicide prevention and postvention protocols within 210 days of the law's enactment. Specifically, schools must develop staff training to identify suicide risks and connect students to mental health resources, establish referral systems, conduct anti-stigma awareness campaigns, and create postvention plans for after a suicide occurs. The bill mandates biennial staff training on trauma-informed care and requires the Secretary of Education to provide technical assistance and monitor compliance. These requirements directly affect all public and private K-12 schools participating in federal education programs under applicable law.
The School Guardian Act of 2025 creates a federal grant program to fund armed law enforcement officers at K-12 schools. It allocates $80 billion from unused IRS funds over 10 years, with grants distributed to states based on their share of national K-12 student enrollment. States must then award subgrants to local law enforcement agencies to hire at least one full-time officer per school, covering pay, training, and equipment costs. States must report annually on how funds are used, including the number of schools and officers supported.
