NY State Senate Bill 2025-S1008

Senate Bill S1008

2025-2026 Legislative Session

Relates to improving student mental health and mental health literacy in institutions of higher education in the state, and requiring the amendment or adoption of related protocols, policies and programs

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Current Bill Status - In Senate Committee Higher Education Committee

Introduced
- In Committee Assembly
- In Committee Senate
- On Floor Calendar Assembly
- On Floor Calendar Senate
- Passed Assembly
- Passed Senate
Delivered to Governor
Signed By Governor

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	Assembly Actions - Lowercase Senate Actions - UPPERCASE
Jan 08, 2025	referred to higher education

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2025-S1008 (ACTIVE) - Details

Current Committee:: Senate Higher Education
Law Section:: Education Law
Laws Affected:: Add §§362, 6235 & 237-a, Ed L
Versions Introduced in 2023-2024 Legislative Session:: S7236

2025-S1008 (ACTIVE) - Summary

Relates to improving student mental health and mental health literacy in institutions of higher education in the state; requires the amendment or adoption of related protocols, policies and programs in SUNY, CUNY and independent institutions of higher education.

2025-S1008 (ACTIVE) - Sponsor Memo

                                 
BILL NUMBER: S1008

SPONSOR: BROUK
 
TITLE OF BILL:

An act to amend the education law, in relation to improving student
mental health and mental health literacy in institutions of higher
education in the state, and requiring the amendment or adoption of
related protocols and policies of SUNY, CUNY and independent insti-
tutions of higher education

 
PURPOSE OR GENERAL IDEA OF BILL:

To promote policies at institutions of higher education to improve
responses to mental health needs and crises, to increase mental health
literacy on campuses, and to encourage whole health parity.

 
SUMMARY OF SPECIFIC PROVISIONS:

Section 1 amends the Education Law by adding a new section 362, which
requires the State University of New York (SUNY) schools to review and
amend protocols and policies intended to improve the mental health of

students, to improve mental health literacy among students and staff,
and to establish parity between physical and mental' health policies,
whenever possible an appropriate. SUNY schools shall review, amend and
publish enrollment, re-enrollment, medical leave of absence, voluntary
and involuntary leave and termination policies of the university,
intended to improve responses to mental health needs and crises of
students and improve suicide prevention and intervention. This section
also requires that a portion of orientation programs for new students be
devoted to mental health to enhance mental health literacy, to increase
knowledge about mental health, to increase help-seeking behavior, and to
reduce stigma.

This section also requires all full-time faculty, administrators,
athletic coaches, student-facing and support staff, as well as adjunct
professors of SUNY, on an annual basis, to undergo mental health train-
ing with a focus on identifying or recognizing signs of mental distress
among students.

Finally, this section directs SUNY and the State Education Department to
research, review, and publish model protocols and policies that may be
adopted to implement the goals of this section.

Section 2 adds a new section 6235 to the Education Law, to require the
same type of training and development of protocols and policies for the
City University of New York (CUNY), as would be required for SUNY
schools in section 1.

Section 3 adds a new section 237-a to the Education Law to require the
master plans of independent institutions of higher education, as
required by the regents, to include protocols and policies intended to
improve the mental health of students, mental health literacy among
students, faculty and support staff, and establish parity between phys-
ical and mental health. The master plans shall also review, amend and
publish enrollment, re-enrollment, medical leave of absence, voluntary
and involuntary leave and termination policies for students experiencing
mental health needs and crises; improve responses to mental health needs
and crises, improve suicide prevention and intervention policies, and
provide appropriate staff training to implement the above-referenced
protocols and policies.

Finally, independent institutions of higher education, shall review
model protocols and policies that may be developed or adopted by SUNY,
CUNY, or the State Education Department and consider whether to modify
or adopt for inclusion in their master plans.

Section 4 sets the effective date.

 
JUSTIFICATION:

There is evidence of a college mental health crisis dating back to at
least 2007. Data from an April of 2022 Active' Minds study showed a 135%
increase in depression and 110% increase in anxiety among college
students between 2013 and 2021, and in 2021 60% of college students met
the criteria for one or more mental health conditions.

A March, 2023 Healthy Minds study found that 44% of college students
reported symptoms of depression, 37% reported anxiety disorders, and 15%
reported having seriously considered suicide in the past year - the
highest recorded rates in the 15-year history of the survey.

A survey of college presidents conducted by Inside Higher Ed, found that
over 90 percent of presidents reported being very or somewhat concerned
about student mental health during the COVID-19 crisis, making it their
top concern. The American Council on Higher Education found that over 66
percent of all presidents are reporting an increase in the utilization
of mental health services due to COVID-19.

This crisis is not limited to college students but pervades the mental
health and wellness of the whole college, including faculty, staff and
students. More than half of college faculty report signs of professional
burnout with 40% considering leaving their current jobs as a result of
COVID changes.

There are two ways to immediately support the mental health needs of
colleges. First, targeted training is needed to raise mental health
literacy on campuses tailored to the unique needs of students, faculty
and staff. In addition, colleges need to review and whenever possible
improve their policies and practices for responding to student mental
health challenges (i.e., whole health parity).  These policies include,
but are not limited to, leave of absence and return to campus policies,
as well as policies for suicide prevention, intervention and "post-ven-
tion."

 
LEGISATIVE HISTORY:

2023: S7236 Referred to Higher Education.

2024: S7236A Amended and recommitted to Higher Education.

 
FISCAL IMPLICATIONS:

To be determined.

 
EFFECTIVE DATE:
This act shall take effect immediately, except that the provisions
relating to the regents plan and university master plans pursuant to
section three of this act, shall be effective on the first date, follow-
ing the effective date of this act, when such plans are required to be
completed under section 237 of the Education Law.

2025-S1008 (ACTIVE) - Bill Text download pdf

                             
                     S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                   1008
 
                        2025-2026 Regular Sessions
 
                             I N  S E N A T E
 
                                (PREFILED)
 
                              January 8, 2025
                                ___________
 
 Introduced  by  Sens.  BROUK, PALUMBO -- read twice and ordered printed,
   and when printed to be committed to the Committee on Higher Education
 
 AN ACT to amend the education law,  in  relation  to  improving  student
   mental  health  and  mental  health literacy in institutions of higher
   education in the state, and requiring the  amendment  or  adoption  of
   related  protocols  and  policies of SUNY, CUNY and independent insti-
   tutions of higher education
 
   THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND  ASSEM-
 BLY, DO ENACT AS FOLLOWS:
 
   Section 1. The education law is amended by adding a new section 362 to
 read as follows:
   §  362. STUDENT MENTAL HEALTH. 1.  THE STATE UNIVERSITY SHALL TAKE THE
 FOLLOWING ACTIONS REGARDING STUDENT MENTAL HEALTH NEEDS:
   (A) (I) REVIEW, AMEND  AND  PUBLISH  VARIOUS  PROTOCOLS  AND  POLICIES
 INTENDED  TO  IMPROVE  THE  MENTAL HEALTH OF STUDENTS, TO IMPROVE MENTAL
 HEALTH LITERACY AMONG  STUDENTS  AND  STAFF,  AND  TO  ESTABLISH  PARITY
 BETWEEN PHYSICAL AND MENTAL HEALTH, INCLUDING REASONABLE ACCOMMODATIONS,
 WHENEVER POSSIBLE AND APPROPRIATE;
   (II)  REVIEW,  AMEND  AND  PUBLISH  ENROLLMENT, RE-ENROLLMENT, MEDICAL
 LEAVE OF ABSENCE, VOLUNTARY AND INVOLUNTARY LEAVE AND TERMINATION  POLI-
 CIES OF THE STATE UNIVERSITY AND CREATE SPECIFIC PROVISIONS FOR STUDENTS
 EXPERIENCING  MENTAL  HEALTH  ISSUES  OR  CRISES,  THAT  ARE INTENDED TO
 IMPROVE RESPONSES TO THE MENTAL HEALTH NEEDS  AND  CRISES  OF  STUDENTS,
 IMPROVE  SUICIDE PREVENTION AND INTERVENTION, PROVIDE FLEXIBLE VOLUNTARY
 LEAVE OPPORTUNITIES, PROVIDE  INDIVIDUALIZED  STUDENT  ASSESSMENTS  WITH
 CONSIDERATION  OF REASONABLE REQUESTS BY STUDENTS AND APPROPRIATE DEFER-
 ENCE TO THEIR TREATING PROVIDERS, AND PROVIDE REASONABLE  ACCOMMODATIONS
 TO  AVOID  EXTENDED  INVOLUNTARY LEAVE OR TERMINATION, WHENEVER POSSIBLE
 AND APPROPRIATE;
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.
                                                            LBD02172-01-5

 S. 1008                             2
 
   (B) INCLUDE A MENTAL HEALTH SECTION IN ORIENTATION PROGRAMS FOR  NEWLY
 ENROLLED  STUDENTS  INTENDED  TO  ENHANCE  MENTAL  HEALTH LITERACY AMONG
 STUDENTS, TO INCREASE KNOWLEDGE ABOUT  MENTAL  HEALTH  AND  HELP-SEEKING
 BEHAVIORS, AND TO REDUCE STIGMA;
   (C)  ALL FULL-TIME FACULTY, ADMINISTRATORS, ATHLETIC COACHES, STUDENT-
 FACING AND SUPPORT STAFF, INCLUDING ADJUNCT PROFESSORS OF THE  UNIVERSI-
 TY, SHALL BE REQUIRED TO RECEIVE MENTAL HEALTH TRAINING ON MENTAL HEALTH
 LITERACY,  RELEVANT  DISABILITY  LAW, REDUCTION OF STIGMA TRAINING, BEST
 PRACTICES REGARDING REASONABLE ACCOMMODATIONS FOR STUDENTS  WITH  MENTAL
 HEALTH  NEEDS,  AND  RECOGNIZING SIGNS OF MENTAL DISTRESS AMONG STUDENTS
 AND RECOMMENDED FOLLOW-UP SAFETY ACTIONS. ALL  SUCH  TRAINING  SHALL  BE
 PROVIDED  IN  A CULTURALLY COMPETENT MANNER. STAFF SHALL RECEIVE INITIAL
 TRAINING WITHIN ONE YEAR OF THE EFFECTIVE DATE OF THIS SECTION, OR WITH-
 IN ONE YEAR AFTER THE DATE UPON WHICH THEY COMMENCE  EMPLOYMENT  AT  THE
 UNIVERSITY,  WITH  REFRESHER  TRAINING  REQUIRED  WITHIN EACH THREE-YEAR
 PERIOD THEREAFTER. THE CHANCELLOR OF THE STATE UNIVERSITY,  IN  CONJUNC-
 TION WITH THE COMMISSIONER, SHALL PRESCRIBE THE FORM AND MANNER IN WHICH
 SUCH TRAINING SHALL BE PROVIDED; AND
   (D)  INSTITUTE  OTHER PROGRAMS INTENDED TO ADDRESS AND IMPROVE STUDENT
 MENTAL HEALTH.
   2. THE STATE UNIVERSITY AND THE DEPARTMENT SHALL RESEARCH, REVIEW, AND
 PUBLISH MODEL PROTOCOLS AND POLICIES, THAT MAY  BE  ADOPTED  AND  IMPLE-
 MENTED  BY COLLEGES AND UNIVERSITIES UNDER THEIR JURISDICTION, TO IMPLE-
 MENT THE PROVISIONS OF SUBDIVISION ONE OF THIS SECTION.
   § 2. The education law is amended by adding a new section 6235 to read
 as follows:
   § 6235. STUDENT MENTAL HEALTH. 1.  THE CITY UNIVERSITY SHALL TAKE  THE
 FOLLOWING ACTIONS REGARDING STUDENT MENTAL HEALTH:
   (A)  (I)  REVIEW,  AMEND  AND  PUBLISH  VARIOUS PROTOCOLS AND POLICIES
 INTENDED TO IMPROVE THE MENTAL HEALTH OF  STUDENTS,  TO  IMPROVE  MENTAL
 HEALTH  LITERACY  AMONG  STUDENTS  AND  STAFF,  AND  TO ESTABLISH PARITY
 BETWEEN PHYSICAL AND MENTAL HEALTH, INCLUDING REASONABLE ACCOMMODATIONS,
 WHENEVER POSSIBLE AND APPROPRIATE;
   (II) REVIEW, AMEND  AND  PUBLISH  ENROLLMENT,  RE-ENROLLMENT,  MEDICAL
 LEAVE  OF ABSENCE, VOLUNTARY AND INVOLUNTARY LEAVE AND TERMINATION POLI-
 CIES OF THE CITY UNIVERSITY AND CREATE SPECIFIC PROVISIONS FOR  STUDENTS
 EXPERIENCING  MENTAL  HEALTH  ISSUES  OR  CRISES,  THAT  ARE INTENDED TO
 IMPROVE RESPONSES TO THE MENTAL HEALTH NEEDS  AND  CRISES  OF  STUDENTS,
 IMPROVE  SUICIDE PREVENTION AND INTERVENTION, PROVIDE FLEXIBLE VOLUNTARY
 LEAVE OPPORTUNITIES, PROVIDE  INDIVIDUALIZED  STUDENT  ASSESSMENTS  WITH
 CONSIDERATION  OF REASONABLE REQUESTS BY STUDENTS AND APPROPRIATE DEFER-
 ENCE TO THEIR TREATING PROVIDERS, AND PROVIDE REASONABLE  ACCOMMODATIONS
 TO  AVOID  EXTENDED  INVOLUNTARY LEAVE OR TERMINATION, WHENEVER POSSIBLE
 AND APPROPRIATE;
   (B) INCLUDE A MENTAL HEALTH SECTION IN ORIENTATION PROGRAMS FOR  NEWLY
 ENROLLED  STUDENTS  INTENDED  TO  ENHANCE  MENTAL  HEALTH LITERACY AMONG
 STUDENTS, TO INCREASE KNOWLEDGE ABOUT  MENTAL  HEALTH  AND  HELP-SEEKING
 BEHAVIORS, AND TO REDUCE STIGMA;
   (C)  ALL FULL-TIME FACULTY, ADMINISTRATORS, ATHLETIC COACHES, STUDENT-
 FACING AND SUPPORT STAFF,  INCLUDING  ADJUNCT  PROFESSORS  OF  THE  CITY
 UNIVERSITY,  SHALL  BE  REQUIRED  TO  RECEIVE  MENTAL HEALTH TRAINING ON
 MENTAL HEALTH LITERACY, RELEVANT DISABILITY  LAW,  REDUCTION  OF  STIGMA
 TRAINING,   BEST   PRACTICES  REGARDING  REASONABLE  ACCOMMODATIONS  FOR
 STUDENTS WITH MENTAL HEALTH  NEEDS,  AND  RECOGNIZING  SIGNS  OF  MENTAL
 DISTRESS  AMONG  STUDENTS  AND RECOMMENDED FOLLOW-UP SAFETY ACTIONS. ALL
 SUCH TRAINING SHALL BE PROVIDED IN A CULTURALLY COMPETENT MANNER.  STAFF
 S. 1008                             3
 
 SHALL  RECEIVE INITIAL TRAINING WITHIN ONE YEAR OF THE EFFECTIVE DATE OF
 THIS SECTION, OR WITHIN ONE YEAR AFTER THE DATE UPON WHICH THEY COMMENCE
 EMPLOYMENT AT THE CITY  UNIVERSITY,  WITH  REFRESHER  TRAINING  REQUIRED
 WITHIN  EACH  THREE-YEAR  PERIOD  THEREAFTER. THE CHANCELLOR OF THE CITY
 UNIVERSITY, IN CONJUNCTION WITH THE COMMISSIONER,  SHALL  PRESCRIBE  THE
 FORM AND MANNER IN WHICH SUCH TRAINING SHALL BE PROVIDED; AND
   (D)  INSTITUTE  OTHER PROGRAMS INTENDED TO ADDRESS AND IMPROVE STUDENT
 MENTAL HEALTH.
   2. THE CITY UNIVERSITY AND THE DEPARTMENT SHALL RESEARCH, REVIEW,  AND
 PUBLISH  MODEL  PROTOCOLS  AND  POLICIES, THAT MAY BE ADOPTED AND IMPLE-
 MENTED BY COLLEGES AND UNIVERSITIES UNDER THEIR JURISDICTION, TO  IMPLE-
 MENT THE PROVISIONS OF SUBDIVISION ONE OF THIS SECTION.
   §  3.  The  education  law is amended by adding a new section 237-a to
 read as follows:
   § 237-A. STUDENT MENTAL HEALTH, MENTAL HEALTH LITERACY AND TRAINING IN
 MASTER PLANS OF INDEPENDENT INSTITUTIONS OF  HIGHER  EDUCATION.  1.  THE
 REGENTS  PLAN  FOR HIGHER EDUCATION, REQUIRED TO BE DEVELOPED AND TRANS-
 MITTED PURSUANT TO SECTION TWO HUNDRED THIRTY-SEVEN OF  THIS  PART,  AND
 APPROVED  MASTER  PLANS  OF INDEPENDENT INSTITUTIONS OF HIGHER EDUCATION
 SHALL INCLUDE PROTOCOLS AND POLICIES  INTENDED  TO  IMPROVE  THE  MENTAL
 HEALTH  OF  STUDENTS,  IMPROVE  MENTAL  HEALTH  LITERACY AMONG STUDENTS,
 FACULTY AND SUPPORT STAFF, AND ESTABLISH  PARITY  BETWEEN  PHYSICAL  AND
 MENTAL  HEALTH,  INCLUDING  REASONABLE ACCOMMODATIONS, WHENEVER POSSIBLE
 AND APPROPRIATE. THE REGENTS PLAN SHALL ALSO REQUIRE  SUCH  INSTITUTIONS
 TO REVIEW, AMEND AND PUBLISH ENROLLMENT, RE-ENROLLMENT, MEDICAL LEAVE OF
 ABSENCE,  VOLUNTARY  AND INVOLUNTARY LEAVE, AND TERMINATION POLICIES FOR
 STUDENTS EXPERIENCING MENTAL HEALTH ISSUES OR CRISES; IMPROVE  RESPONSES
 TO MENTAL HEALTH NEEDS AND CRISES; REVIEW AND IMPROVE SUICIDE PREVENTION
 AND INTERVENTION POLICIES; AND PROVIDE APPROPRIATE STAFF TRAINING TO ALL
 FULL-TIME  FACULTY, ADMINISTRATORS, ATHLETIC COACHES, STUDENT-FACING AND
 SUPPORT STAFF, AS WELL AS ADJUNCT PROFESSORS, TO IMPLEMENT THE ABOVE-RE-
 FERENCED PROTOCOLS AND POLICIES.
   2. INDEPENDENT INSTITUTIONS OF HIGHER EDUCATION,  SHALL  REVIEW  MODEL
 PROTOCOLS AND POLICIES THAT MAY BE DEVELOPED OR ADOPTED BY THE UNIVERSI-
 TY, THE CITY UNIVERSITY, OR THE DEPARTMENT AND CONSIDER WHETHER TO ADOPT
 SUCH PROTOCOLS AND POLICIES, IN WHOLE OR IN PART, FOR INCLUSION IN THEIR
 MASTER  PLANS,  FOR  PURPOSES OF IMPROVING STUDENT MENTAL HEALTH, MENTAL
 HEALTH LITERACY, AND RESPONSES TO MENTAL HEALTH NEEDS AND CRISES IN SUCH
 INSTITUTIONS.
   § 4. This act shall take effect immediately; provided,  however,  that
 the  provisions relating to the regents plan and university master plans
 pursuant to section three of this act, shall be effective on  the  first
 date,  following  the  effective  date  of this act, when such plans are
 required to be completed under section 237 of the education law.

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Senate Bill S1008

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Sponsored By

Samra G. Brouk