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Bill

A 8390

Requires the department of education to report information regarding counselors, social workers and psychologists in schools

2025 Regular Session Introduced by Scott Bendett and 23 co-sponsors

Requires NY DOE to publish data on school-based counselors, social workers, and psychologists, including staffing, ratios, and access, to guide resource decisions and equity.

REFERRED TO EDUCATION
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Bill Summary · A 8390

Summary: Bill A 8390 – Requires the Department of Education to Report Information Regarding Counselors, Social Workers, and Psychologists in Schools

Overview

A 8390 would require the New York State Department of Education (DOE) to report information about school-based mental health staff, specifically counselors, social workers, and psychologists. The bill was introduced on May 13, 2025 and referred to the Assembly Committee on Education.

Purpose and Intent

  • Increase transparency around the availability of mental health professionals in the K-12 system.
  • Provide data to help policymakers assess resource levels, identify gaps, and inform decisions about staffing and funding for student mental health services.
  • Support oversight of access to counseling, social work, and psychology services in schools.

Key Provisions (as described in available information)

  • The bill would require DOE to report information related to counselors, social workers, and psychologists employed in schools.
  • The specific data elements, reporting frequency, format, and dissemination method would be determined by the enacted text of the bill. These details are not provided in the summary you shared.
  • Potential data elements (illustrative examples only; actual elements would be defined in the bill) might include:
    • Counts and full-time equivalents (FTEs) of counselors, social workers, and psychologists by school or district
    • Staffing ratios (staff per number of students)
    • Credentials and licensure status
    • Services provided or access metrics (e.g., wait times, caseloads)
    • Funding sources or budget lines supporting mental health staff
    • Geographic or district-level trends
    • Any privacy protections or aggregation standards

Note: Without the full text, the exact scope and data elements remain to be defined by the bill’s provisions.

Affected Parties

  • Primary: New York State Department of Education.
  • Secondary: School districts, charter schools, students and families, and organizations interested in school-based mental health services.

Procedural and Timeline Aspects

  • Status: Referred to the Assembly Education Committee.
  • Timeline specifics (e.g., reporting deadlines, submission dates) would be established in the final text of the bill.
  • Related legislative activity includes the bill’s introduction date (May 13, 2025) and its sponsors (listed below).

Legislative History and Sponsors

  • Primary Sponsor: Jessica Gonzalez-Rojas
  • Cosponsors: Scott H. Bendett, Nader Sayegh, MaryJane Shimsky, Jo Anne Simon, Jaime R. Williams, Phara Souffrant Forrest, Robert C. Carroll, Steven Raga, Al Taylor, Stefani Zinerman, Karines Reyes, Manny De Los Santos, Jen Lunsford, Christopher Eachus
  • Related/Companion and Prior-Session Bills:
    • S 376 (companion in the Senate; listed twice)
    • A 10387 (prior-session)
    • A 3576 (prior-session)
    • A 63 (prior-session)
    • A 902 (prior-session)

Potential Impacts and Considerations

  • Benefits:
    • Better visibility into the distribution and availability of school-based mental health staff.
    • Data-driven decisions on resource allocation, staffing, and program development.
    • Enhanced ability to monitor equity in access to counseling, social work, and psychology services across districts.
  • Considerations and Risks:
    • Data collection burden on districts and the DOE.
    • Privacy and confidentiality protections for students and staff; ensuring data are appropriately aggregated.
    • How the data would be used publicly vs. restricted to policymakers, educators, and researchers.
    • Budgetary implications for compliance and reporting.

Next Steps

  • Monitor the bill’s progress through the Assembly Education Committee and any subsequent floor action.
  • Review the enacted text upon introduction of amendments to understand precise reporting elements, timelines, and dissemination methods.

If you’d like, I can tailor this summary to a specific audience (e.g., policymakers, educators, or the general public) or compare A 8390 to its related/companion bills.

Compiled from official sources — confirm details with the bill’s official record.

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