Introduction
The policy has a significant impact on the entire healthcare system and determines the population’s ability to access medical services, including preventive measures. In the United States, laws can operate at various levels, so staff must monitor federal, state, and county policies. In the advanced role of Psychiatric Mental Health Nurse Practitioner (PMHNP), the employee focuses on the laws affecting mental health issues. In 2021, an amendment was adopted in California, recognizing mental and behavioral health problems as a valid reason for students to miss classes. Despite some weaknesses in the law, it can have a significant impact on healthcare consumers and providers.
Policy Summary
Education and health issues affecting the younger generation require attention from politicians due to their importance and influence. An act to amend Section 48205 of, and to add Section 49428.15 to, the Education Code, relating to pupil health, and declaring the urgency thereof, to take effect immediately, was enacted in October 2021 (Senate Bill No. 14, 2021). It is applicable in the state of California and addresses the issue of students missing classes due to illness (Senate Bill No. 14, 2021). Thanks to the changes the law introduces, behavioral and mental health problems can be considered a disease for the valid reason of missing the school day (Senate Bill No. 14, 2021). In this way, politicians recognize the importance of individuals’ mental health and the need for support.
Nurses not only monitor the political situation, which affects their practice, but also have an impact by supporting specific laws and conducting research to understand the need for change. This way, specialists protect their patients’ interests and promote the health of the population (Westrick, 2014). PMHNP’s competence includes policy support, which contributes to the fairness, quality, and safety of practice, as well as support for mental disorder prevention efforts (“PMHNP,” n.d.). Therefore, Senate Bill No. 14 is of interest to advanced nursing practice, and it is crucial to assess its effect.
Policy Strengths and Weaknesses
The policy under consideration has strengths and weaknesses in its implementation. On the one hand, the law offers protection of students’ interests and health, which is one of its strengths. An increasing number of children and adolescents experience severe stress, emotional difficulties, and symptoms of mental disorders, which interfere with their academic performance and general well-being (Finning et al., 2020). Therefore, students often need a break or a mental health day to recover, care for themselves, and prevent disorders (Gewertz, 2021). The law is in their interests, demonstrating politicians’ understanding of the population’s needs.
On the other hand, allowing skipping classes due to mental health issues creates an opportunity for abuse, which is a weakness of the law. Regular school attendance is a crucial aspect of daily life, contributing to the development of adaptability in children and adolescents (Lawrence et al., 2019). Using the false excuse of mental health to avoid unpleasant and difficult moments of communication or learning is a risk carried by Senate Bill No. 14. Therefore, schools and parents must take measures to support the mental health of students while simultaneously considering the importance of a responsible approach to this issue and understanding children’s needs.
Policy Impact on Consumer Stakeholders
Consumer stakeholders influenced by Senate Bill No. 14 are students. The law also affects groups linked to students, including parents, teachers, and school administrators. The positive effect of the law on students is that they will be able to take a break to care for themselves.
Modern students are under significant pressure to complete homework, participate in extracurricular activities, and prepare for future exams. Consequently, taking a break to care for one’s mental health reduces stress. Research has proven a significant link between mental health and academic success; in the event of mental weakness, performance declines (Bas, 2021).
For school teachers, administrators, and parents, frequent absences can serve as a tool to identify children who require additional psychological support (Finning et al., 2020). Abusing such an opportunity to take a day off and skip important educational material is a negative consequence of the law. Nevertheless, mental health care is essential for students’ well-being and future success in learning and life.
Policy Impact on Provider Stakeholders
Stakeholder providers include all medical staff treating patients affected by the considered law. The positive effect is that preventing mental disorders will reduce the high burden on employees in mental health areas. The negative impact is increasing the amount of work in the population’s education.
Particularly, in the case of a successful break from classes, providers should shift their focus from treatment to prevention. Consequently, they must promote mental health by training schools and students to make such breaks successful and reduce stress. Providers must also supply such materials to school professionals responsible for students’ mental health and well-being. Notably, the mental state can impact physical health, for example, by worsening sleep and subsequently affecting a person’s general well-being (Barros et al., 2019). Therefore, caring for the mentality will reduce the burden on other medical specialists.
Conclusion
California politicians passed the amendment, which allows students to skip classes due to mental health issues. The strength of the law lies in its protection of the interests of the younger generation, but its weakness is the potential for abuse. Nevertheless, the law can have a significant impact on students and providers.
In particular, children contribute to their own success in school and life by taking care of themselves. Their care can be an effective measure of preventing disorders and may reduce the workload burden for providers. However, for prevention to be effective, medical staff must train the population in effective self-care methods.
References
Bas, G. (2021). Relation between student mental health and academic achievement revisited: A meta-analysis. In B. Bernal-Morales (Ed.), Health and Academic achievement – New findings (pp. 1-15). IntechOpen. Web.
Barros, M. B. D. A., Lima, M. G., Ceolim, M. F., Zancanella, E., & Cardoso, T. A. M. D. O. (2019). Quality of sleep, health and well-being in a population-based study. Revista de Saúde Pública, 53, 1-12. Web.
Finning, K., Ford, T., Moore, D. A., & Ukoumunne, O. C. (2020). Emotional disorder and absence from school: Findings from the 2004 British Child and Adolescent Mental Health Survey. European Child & Adolescent Psychiatry, 29(2), 187–198. Web.
Gewertz, C. (2021). Why more schools are excusing student absences for mental health. Education Week. Web.
Lawrence, D., Dawson, V., Houghton, S., Goodsell, B., & Sawyer, M. G. (2019). Impact of mental disorders on attendance at school. Australian Journal of Education, 63(1), 5–21. Web.
PMHNP track competencies. (n.d.). Indiana University School of Nursing. Web.
Senate Bill No. 14. Chapter 672. An act to amend Section 48205 of, and to add Section 49428.15 to, the Education Code, relating to pupil health, and declaring the urgency thereof, to take effect immediately. (2021). Web.
Westrick, S. J. (2014). Essentials of nursing law and ethics (2nd ed.). Jones & Bartlett Learning.