State Health Policy Resources to Promote Black Maternal Health and Equity
/in Maternal, Child, and Adolescent Health, Policy Featured News Home Equity, Maternal Health and Mortality, Maternal, Child, and Adolescent Health /by Allie Atkeson
In 2021, President Biden signed a proclamation recognizing BMHW and “the importance of addressing the crisis of Black maternal mortality and morbidity in this country.” The proclamation states the Biden Administration is committed to pursuing systemic policies, like addressing social determinants of health to reduce maternal mortality.
The National Academy for State Health Policy (NASHP) currently operates a state policy academy to support states in improving maternal health outcomes, with a specific focus on reducing racial disparities in maternal mortality. The following are examples of actions states are taking to reduce maternal mortality among Black women:
- Maternal Mortality Review Committees (MMRC). Review of maternal deaths is vital to inform prevention efforts. Nearly all states have an MMRC, but Committees differ by membership, scope of work and recommendations. Examining deaths by race and ethnicity through a full year postpartum can also help identify drivers of maternal mortality disparities. For example, a review of 14 Maternal Mortality Review Committee reports found that the leading cause of death for non-Hispanic White women was behavioral health conditions (including mental health, substance use disorder and overdose) while the leading cause for non-Hispanic Black women was cardiovascular-related conditions. Understanding the root causes of these deaths can inform recommendations to reduce disparities.
- Postpartum Coverage Extension in Medicaid. Some states are pursuing options to extend coverage to 12 months postpartum for pregnant people. Section 9812 of the American Rescue Plan Act provides states the opportunity for continuous Medicaid coverage through 12 months postpartum. As Medicaid pays for 65 percent of births for Black women, extending Medicaid coverage has the ability to greatly improve health outcomes and reduce racial disparities.
- Medicaid Coverage of Doula Services. Doulas provide culturally congruent physical, psychological and emotional care over the perinatal period and can make important connections to care and social services in communities. Currently four states (Minnesota, New Jersey, Oregon and Virginia) reimburse doulas as an optional Medicaid benefit. Pregnant people who receive doula care are more likely to have a healthy birth outcome and positive birth experience. Community-based doula programs engage trusted community members and can support Black mothers with shared decision making and self-advocacy. Medicaid reimbursement for doula services can increase access and birth outcomes for Black women.
Recently released data by the National Center for Health Statics, shows the number of women who died during pregnancy or 42 days after termination or pregnancy increased 14 percent from 2019 to 2020, with significant increases for non-Hispanic Black and Hispanic women. These data highlight the importance of considering state policy options to reduce racial disparities and promote wellbeing across the perinatal period. NASHP will continue to work with states and track state action to improve maternal health outcomes.
Below are state health policy resources to promote Black maternal health equity.
Doulas
- State Medicaid Approaches to Doula Service Benefits, March 2022
- Virginia Invests in Doulas to Improve Maternal Health Outcomes, February 2022
- Four State Strategies to Employ Doulas to Improve Maternal Health and Birth Outcomes in Medicaid, July 2020
Health Equity
- Virginia Advances Maternal Health Equity Policy, October 2021
- Resources for States to Address Health Equity and Disparities
Home Visiting
Maternal Mortality
- State Maternal Mortality Review Committees Address Substance Use Disorder and Mental Health to Improve Maternal Health, August 2021
- State Maternal Mortality Review Committee Membership and Recommendations, February 2021
Postpartum Coverage
Behavioral Health
State Strategies to Increase COVID-19 Vaccination Rates in Children
/in COVID-19 Relief and Recovery Resource Center Blogs, Featured News Home Back to School, COVID-19, Relief and Recovery, Vaccines /by Michelle Fiscus and Rebecca CooperCOVID-19 vaccines have been available for children ages 5-11 since October 29, 2021. As of March 16, 2022, the Centers for Disease Control and Prevention (CDC) reports that just one-third (33%) of children in this age group have received their first vaccine dose, with vaccination rates varying widely by state. Just twenty-six percent of 5–11-year-olds have been fully vaccinated.
The ten states with the highest fully vaccinated rates among children ages 5-11 years (Vermont, Massachusetts, Rhode Island, Hawaii, Maine, Maryland, Connecticut, Virginia, Minnesota, and Illinois) have adopted creative approaches to promoting COVID-19 vaccination.
This blog highlights several of these approaches, which states may consider adopting when encouraging parents to get their children vaccinated against COVID-19 and other vaccine-preventable diseases. These strategies may be extended to vaccination activities for 6-month to 4-year-olds once COVID-19 vaccines receive emergency use authorization for this age group from the U.S. Food and Drug Administration.
Incentives
Many states have offered incentives to encourage COVID-19 vaccination. These incentives range from college scholarships to free food, with mixed results when evaluated for impact on vaccination uptake. A randomized clinical trial in Sweden in 2021 demonstrated that monetary incentives increased vaccination rates by approximately 4 percent. Other research has suggested incentives are most effective when three criteria are met: receipt of the incentive is certain, incentives are delivered immediately, and the recipients value the incentives. Several states in the top 10 for vaccine coverage offered incentives for vaccinating children ages 5-11, including:
- Vermont created the School Vaccine Incentive Program in December 2021, which provides monetary awards to schools achieving an 85 percent student vaccination rate. Schools are awarded $15 per vaccinated student with a minimum award of $2000 and a maximum award of $10,000. Schools achieving at least 90 percent student vaccination rate can apply for an additional 50 percent of the initial award, up to a maximum award of $15,000. The state is using federal emergency funds to support the program, which runs through April 1, 2022.
- Minnesota launched its “Kids Deserve a Shot!” campaign, providing families with a $200 Visa gift card if their 5-11-year-old child received both doses of a COVID-19 vaccine between January 1 and February 28, 2022. More than 22,000 children registered to receive a gift card as a result of this program. On March 1st, the Governor announced that any Minnesota parent or guardian whose 5 to 11-year-old had ever received both doses of COVID-19 vaccine by April 11, 2022, can enter to win one of five $100,000 Minnesota College Scholarships. This strategy was modeled after the state’s successful program to vaccinate children ages 12-17.
- Six months after 12-17-year-olds became eligible, the state launched the program to help drive up vaccination in the youth population, which had the lowest vaccination rate at the time. Within one week of the start of the campaign, first dose vaccinations increased nearly 40%. The state offered a $200 Visa gift card for 12-17-year-olds who started and completed their vaccine series within a six-week window, and five drawings of $100,000 Minnesota college scholarships for any Minnesotan 12-17 years old with a complete vaccine series.
School-located Vaccination Clinics
States play an important role in the success of school-based COVID-19 vaccination clinics. States can support schools with coordination of efforts, financial support, and media outreach in addition to providing vaccination supplies, personal protective equipment, and personnel to support these activities.
- Virginia recently published a playbook to support school-based vaccination events. “Vaccination of the School-Age Population in a School Setting and in the Community: Playbook to Support Vaccination Events” was created in partnership with the state’s immunization coalition, Vaccinate VA, and provides information for planning and conducting school-located COVID-19 vaccination clinics for the 5- to 11-year-old population.
- Connecticut published its “#Vax2SchoolCT” toolkit, which outlined step-by-step logistical considerations and recommendations for promotion and outreach. The toolkit provides a letter template for communications to students and families as well as information on the state’s “Vaccine+ Program,” which connects families to resources such as water and heating assistance.
- In Hawaii, schools were the main staging ground for administering COVID-19 vaccinations to children ages 5-11, with over 100 public, private, and charter schools holding vaccination clinics.
- Illinois organized 756 elementary school districts to offer vaccination clinics for students ages 5-11 on school grounds. Their mobile vaccination teams conducted more than 870 school and youth events when vaccines became available for 12-17-year-old students.
Parent-friendly Websites
States can provide public-facing information that is easy to access and navigate and that makes choosing to get vaccinated the easy choice. Several states have webpages dedicated to COVID-19 vaccinations for children.
- Vermont’s dedicated website for pediatric COVID-19 vaccines, “Just for Them!”, provides an online consent form and pre-vaccination checklist translated in many languages. Twenty-five percent of Vermont’s 5–11-year-old population registered to receive a vaccine within eight hours of opening registration to the public.
- Minnesota posted their “COVID-19 Vaccines and Kids: What Pediatricians Are Saying,” video to the state’s website, providing information to parents who may be hesitant about getting their children vaccinated.
- Massachusetts has a dedicated website for COVID-19 vaccines for 5-11-year-old children that includes a downloadable consent form, answers to frequently asked questions, and includes a chatbot that can answer COVID-19 vaccine-related questions in real time.
Partnerships
States can partner with organizations such as their state chapter of the American Academy of Pediatrics, state and local immunization coalitions, and hospitals to help build confidence in COVID-19 vaccines and improve access to vaccination for children. For example:
- Vermont and the Vermont Chapter of the American Academy of Pediatrics partnered to provide Facebook live “Chapter Family Forum” events featuring Vermont pediatricians who discussed the importance of vaccinating children against COVID-19.
- Rhode Island and Lifespan’s Hasbro’s Children’s Hospital partnered to provide hospital-based COVID-19 vaccination clinics for children ages 5 to 11.
- Minnesota partnered with the Mall of America to vaccinate children. The Mall of America clinic had the capacity to vaccinate 1,500 children per day.
- Massachusetts partnered with museums such as the Discovery Museum in Action, Boston’s Museum of Science, and the EcoTarium Museum to offer age-specific vaccination clinics for younger children.
- Illinois announced that the Illinois Department of Public Health had “reached out to every pediatrician in the state to enroll them in the vaccine distribution program” and then called on parents to call their pediatricians and make sure they had enrolled and ordered doses. The state enrolled more than 2,200 locations to provide vaccinations to 5-11-year-olds, including more than 700 medical practices, more than 700 pharmacies, 100 urgent care centers, 112 local health departments and public health clinics, 270 federally qualified health centers, more than 200 hospitals, and dozens of rural health clinics.
Media
Federal funding has provided states with unprecedented opportunities to create media messages promoting COVID-19 vaccinations for children. States can play a vital role in building vaccine confidence and promoting vaccination for children through media. Examples of such messages include:
- Vermont partnered with Vermont Public Radio’s “But Why: Podcast for Curious Kids” to explain the importance of kids getting COVID-19 vaccines and hear from kids who took part in COVID-19 vaccine trials.
- Maine announced a contest for children ages 5 to 17 to create a short video that explains the benefits of getting the COVID-19 vaccine or the risk of not getting vaccinated. The first place winner was awarded $50,000 for their school, with $25,000 going to second place and $10,000 to third place. Schools can use the prize money to supplement school meals with healthy treats; purchase playground, classroom, gym, sports, or music equipment; enhance a special school activity; or support a school field trip for all students.
- Maryland partnered with the Maryland Chapter of the American Academy of Pediatrics to create a public service announcement featuring pediatric health care providers from around the state who encourage parents to get their children vaccinated against COVID-19.
- Illinois, in partnership with the Illinois Chapter of the American Academy of Pediatrics, created a COVID-19 Pediatric Vaccine Social Media Toolkit to provide credible, informative, and diverse social media messaging to promote COVID-19 vaccination for children ages 5 years and older. The toolkit included pediatric vaccination flyers, social media digital resources, and videos, including a video from the director of the Illinois Department of Public Health, Dr. Ngozi Ezike, who is a board-certified internist and pediatrician and the first Black woman appointed to lead the agency.
With FDA emergency use authorization of COVID-19 vaccines on the horizon for children ages 6 months to 4 years-old, states will need to continue to find new and innovative approaches to encourage parents to vaccinate their children and to ensure vaccinations are readily accessible.
How States Are Getting Ready to Unwind Medicaid’s Continuous Coverage Requirement
/in Health Coverage and Access Colorado, Massachusetts, Utah Blogs, Featured News Home COVID-19, Health Coverage and Access, Medicaid Managed Care /by Anita CardwellAcross agencies, state health policy officials are in the midst of tremendous planning efforts to prepare for the end of the Medicaid continuous coverage requirement and the resumption of eligibility determination processes in Medicaid.
While the timing of this is uncertain because the requirement is tied to the COVID-19 public health emergency (PHE), states recognize that it is likely that the federal PHE declaration could end in the coming months. The Centers for Medicare and Medicaid Services (CMS) has issued a series of guidance documents for states related to unwinding PHE policies — most recently a state health official letter and new reporting templates released earlier this month — that have included specifics about reinstating disenrollments in Medicaid and strategies states can consider to minimize both churn and inappropriate coverage terminations.
On NASHP’s webinar earlier this month, three state officials each representing different health coverage programs — Medicaid (Colorado), CHIP (Utah), and a state-based marketplace (Massachusetts) — spoke about their programs’ current efforts to plan for the eventual end of the Medicaid continuous coverage requirement. While they shared unique perspectives from their various vantage points and state contexts, some of the common themes from the discussion are described below, along with state snapshots of their current key priorities.
State-Specific Unwinding Planning Efforts
Colorado: The state’s Medicaid agency is focusing on a range of strategies to ensure continuity of coverage once the continuous coverage requirement is no longer in effect. Their overarching priorities center on minimizing disruptions for enrollees and supporting their eligibility determination workforce, and they are focusing their efforts in the areas of system improvements and partner input to develop effective strategies. The agency is seeking to distribute their eligibility redetermination work evenly over the PHE unwinding period and is taking into consideration the needs of certain populations, such as individuals who will be covered under the American Rescue Plan Act’s (ARPA) extended postpartum coverage option that the state will be implementing and vulnerable populations such as homeless individuals. Additionally, the agency recently redesigned their renewal materials with the aim of improving communications with enrollees about actions that they will need to take to maintain coverage. State Medicaid officials also hold weekly meetings with their county-based eligibility determination sites and their state-based marketplace to review needed policy and system changes and assess communication plans.
Massachusetts: Officials from the state-based marketplace, the Health Connector, are working very closely with their Medicaid agency counterparts to strategize about policy and operational approaches, coordinate messaging efforts, and share general information. Health Connector staff are currently in the process of gaining a better understanding of the characteristics of the individuals currently enrolled in Medicaid who may become eligible for marketplace coverage when the Medicaid continuous coverage requirement ends. One advantage the state has is that their Medicaid and marketplace eligibility determination systems are integrated, which facilitates smoother transitions between coverage programs.
Utah: Officials from Utah’s CHIP agency are incorporating lessons learned from their experience last year when CMS informed the state that unlike Medicaid, the CHIP program should be conducting regular disenrollments for individuals determined ineligible during the PHE (CMS had previously approved the state’s request to implement a disenrollment freeze in CHIP). Although the CHIP program attempted to reach enrollees, because the process needed to be conducted quickly, 41 percent of the CHIP caseload was disenrolled. Reflecting on this experience to inform the upcoming changes in Medicaid, the state is strategizing on ways to better communicate with enrollees and examining their eligibility system data closely. Similar to Colorado, they are focusing on prioritizing certain populations based on a range of factors and are currently identifying Medicaid enrollees within their system who are either found to be ineligible or whose eligibility cannot be confirmed so that further action can be taken on these cases when the PHE ends. Additionally, the state plans to launch a dashboard that will be able to provide information to the public about the reasons individuals are disenrolled from Medicaid and whether they are transferred to other coverage programs, as well as information about call center volumes and other data points to provide a comprehensive picture of eligibility redetermination activity.
Key Strategies to Address Current and Anticipated Challenges
Broadly, all states are facing the challenges of uncertainty about when the PHE declaration will end, as well as the significant growth in Medicaid enrollment over the course of the pandemic which increases the volume of work that will need to be completed. There is the additional challenge that the enhanced federal Medicaid funding that states are currently receiving for complying with the Medicaid continuous coverage requirement will expire at the end of the quarter in which the PHE ends; but states’ work to unwind the requirement will take much longer.
Balancing workloads and providing training to address state workforce constraints: Although the majority of states have been conducting renewals during the PHE, there will still be a very sizeable amount of eligibility work for states to process during the unwinding period. State officials also mentioned additional concerns about the potential increased workload as people begin reapplying for coverage after being disenrolled or appeal eligibility decisions. Both Colorado and Utah cited challenges related to recruiting and training the large number of state eligibility determination workers that will be needed. In Colorado, the state oversees the Medicaid program, but it is administered at the county level. While the legislature allocated funding for the hiring of more eligibility workers, counties have reported that it has been difficult to find employees because many businesses in the private sector are offering higher wages. However, a centralized state-funded site has been added so that counties with excess eligibility determination work can redirect cases there, which state officials hope will help even out the workload. In Utah, about a third of the Medicaid and CHIP eligibility staff are new employees, and due to the continuous coverage requirement they lack experience with conducting disenrollments in Medicaid. The state is providing training to recently hired staff and seeking to ensure that the upcoming significant workload increase will be processed both efficiently and carefully, with a focus on helping Medicaid-eligible individuals remain enrolled or that those who qualify for other programs are smoothly transferred to other sources of coverage.
Leveraging partnerships to reduce enrollee communication barriers: All three state officials commented on the significant challenge of finding effective ways to communicate with enrollees about the impending changes, especially because many enrollees have not ever had to take action to maintain coverage and may be unfamiliar with the redetermination process. In Colorado, in addition to their revamped renewal packet, the agency is promoting their newly modernized online portal that state officials are working to ensure is user-friendly. They are also using text messaging and other communication tools to engage enrollees and collect updated contact information. Massachusetts is aiming to use best practices in communication with enrollees and is currently conducting focus group testing of messaging that can be used across agencies so that they are in sync and are using the same “song sheet.” Additionally, for individuals who no longer qualify for Medicaid but are eligible for qualified health plans, Massachusetts Health Connector staff are thinking through ways to inform individuals about how marketplace coverage differs from Medicaid in terms of factors such as cost, provider networks, and income change reporting requirements. In Utah’s CHIP program, premiums have been suspended during the pandemic and state officials are working to develop effective strategies to inform enrollees about the reinstatement of these charges once the PHE ends.
One essential element in improving enrollee communication methods and gathering updated enrollee contact information cited by all three states is the engagement of a range of partners, such as community-based organizations with well-established ties to underserved and vulnerable populations. In Massachusetts, the state legislature allocated $5 million in ARPA funding to Health Care for All (HCFA)—a grassroots organization with strong connections to many marginalized communities—to support outreach efforts to Medicaid enrollees, and the state’s health insurance marketplace and Medicaid agency are working in tandem with HCFA on these initiatives. In Utah, advocates are helping to ensure that notices are written in plain and clear language, and the state is also actively reaching out to tribal nations for their input on communication strategies. In Colorado, community-based partners are directly assisting with updating enrollee contact information and the state has frequent communication with advocacy organizations. All three states are also coordinating closely with health insurance carriers that may have more frequent communication with members enrolled in their plans to both collect updated enrollee contact information and communicate about the upcoming changes. For example, in Utah, managed care plans are conducting outreach calls to individuals, and the state will soon be able to share more detailed information about enrollees’ eligibility determinations with the plans.
Putting the Medicaid Continuous Coverage Requirement Unwinding in Context
State officials also emphasized that it is important for all stakeholders to keep in mind that the work of unwinding PHE policies and resuming normal eligibility determination operations in Medicaid will be occurring within the context of many other substantial changes, overlapping timelines, and unique state challenges. For example, in Utah, the state is making significant changes to their eligibility determination system, recently launched a new Medicaid Management Information System, and is in the process of merging their health and human services agencies. From the perspective of the state-based marketplaces, if the PHE ends in July 2022, that coincides with their efforts to prepare for the fall open enrollment season, which involves considerable system changes and could create outreach and communication challenges. A further complication is that if the enhanced marketplace subsidies currently available via ARPA are not extended by Congress, individuals transferring to the marketplace will face considerably higher costs. Additionally, each state’s unique characteristics, such as their Medicaid and marketplace coordination arrangements and eligibility system structures, will affect the resumption of regular Medicaid eligibility operations and the overall PHE unwinding process.
States appreciate CMS’ ongoing support, but also hope that the administration will provide them with ample notice about when the PHE will end as well as offer some flexibility on certain rules to facilitate the overall process for both individuals and programs. While the many impending policy and operational issues are daunting for states, they are continuing to actively prepare and are hopeful that with a common goal across state agencies, partners, and the federal government of ensuring that eligible individuals remain enrolled, efforts will be coordinated and coverage disruptions will be minimized.
How States Are Leveraging Payment to Improve the Delivery of SUD Services
/in Opioid Center Featured News Home Behavioral/Mental Health and SUD, Relief and Recovery /by Neva KayeWebinar: State Strategies to Support Telehealth Infrastructure
/in Policy Webinars Behavioral/Mental Health and SUD, COVID-19 /by NASHP StaffMoving Toward Prevention: Oregon Launches Kindergarten Readiness Metric
/in Behavioral/Mental Health and SUD, Policy Oregon Blogs, Featured News Home Back to School, Behavioral/Mental Health and SUD, COVID-19, Maternal, Child, and Adolescent Health, Relief and Recovery /by Elinor HigginsOregon has launched a new kindergarten readiness metric in its Medicaid program. Early childhood is a critical time for growth and development, and the services and supports children and their families receive early on can have a large impact on health outcomes later in life. Because COVID-19 has exacerbated existing health disparities, including for young children, state officials are looking for new ways to support healthy child development and advance health equity. Oregon has promoted healthy child development for decades, with a particular focus on the social-emotional health of young children. The state’s new kindergarten readiness incentive metric focused on social-emotional health renews that commitment and helps solidify the connection between a child’s health and their success in school and beyond.
In the 2000s, Oregon worked with the National Academy for State Health Policy (NASHP) in the Assuring Better Child Health and Development (ABCD) Program. One of the state’s major goals at the time was to increase developmental screening for young children. One of the levers Oregon used to achieve this goal was to include developmental screening as an incentive measure for coordinated care organizations (CCOs)—a successful approach that led to one of the best developmental screening rates in the country. At that time, there was also interest in outcome-based kindergarten readiness metrics and a sense that CCOs could help ensure that children have their health-related needs met before entering the school system. NASHP staff recently interviewed state officials in Oregon about how the state has progressed from incentivizing developmental screening to creating a kindergarten readiness incentive measure that prioritizes children’s social-emotional health.
Kindergarten Readiness and Social-Emotional Health
For many children, kindergarten is their first contact with the education system. Those who arrive in the classroom with the skills and supports they need are more likely to have a positive experience, to succeed in school, and to have a healthy life. With the leadership of the Children’s Institute in collaboration with the Oregon Health Authority and Oregon Pediatric Improvement Partnership, Oregon formed the Health Aspects of Kindergarten Readiness Technical Workgroup in 2018 to identify the health aspects of kindergarten readiness and to offer recommendations about how to measure them. The workgroup, which was made up of pediatricians, early learning partners, families, and others, identified physical, oral, developmental, and social-emotional health as key aspects of kindergarten readiness in a 2019 report. The workgroup identified a need for systems-level change with social-emotional health as a priority focus area.
In conversations with NASHP, stakeholders in Oregon described unidentified or untreated social-emotional health delays as a factor that contributes to long-term educational inequities by increasing both the likelihood of classroom behaviors that are viewed as difficult and the likelihood of disciplinary action. Additionally, national data shows that children of color, particularly those who are Black or Indigenous, are more likely to have one or more adverse childhood experiences (ACEs) than white children—which can negatively impact social-emotional development. An Oregon health official shared that when children have ACEs and also experience racism, the supports available are often not matched to cultural needs and the response to social-emotional delays can further perpetuate health inequities.
In Oregon, children with social-emotional delays are not as likely to receive follow-up care as children who screen positive for other health needs. The Oregon Pediatric Improvement Partnership (OPIP) has led improvement work in 13 counties to focus on follow-up to developmental screening and consistently found that children with social-emotional delays rarely received follow-up services and a contributing factor is the lack of services available for children birth to age five.
Development of a CCO Incentive Measure for Kindergarten Readiness
In Oregon, the Medicaid CCOs, the state’s version of an “accountable care organization,” share financial and medical responsibility for physical, behavioral, and oral care with the state for providing coordinated care in order to limit unnecessary spending. The Oregon Health Authority (OHA) provides CCOs with a fixed global budget that allows them the flexibility to implement new ways of paying for and delivering care, using strategies that are best suited for their members. In addition to standard performance measures, a set of incentive measures is linked to a CCO quality pool fund. CCOs must meet benchmarks for performance on these measures to be eligible for incentive payments from the quality pool.
The Health Aspects of Kindergarten Readiness Technical Workgroup was tasked with identifying and assessing existing kindergarten readiness metrics to identify gaps and ultimately recommending metrics that could address health and be part of the CCO incentive measure set. After the 2019 measure recommendations were unanimously endorsed by state measurement committees, in 2020, Oregon began implementing readily available incentive metrics for children’s preventive dental and well-child visits. Then, informed in part by the OPIP pilot programs and the lack of services to address children’s social-emotional needs, the group recommended that CCOs work to incorporate a child-focused social-emotional kindergarten readiness incentive metric. The group recommended a strategy for building capacity to provide follow-up services and care: the suggested incentive measure would first require CCOs to do the community outreach and planning to develop needed resources and strengthen connections to services.
A team made up of individuals from the Children’s Institute and OPIP developed the novel metric, which was supported by the Oregon Health Authority. The team presented a proposal to Oregon’s Metrics and Scoring Committee in November 2020 and then carried out pilot activities with the CCOs in early 2021. The resulting Health Aspects of Kindergarten Readiness Measure: System-Level Social-Emotional Health Metric was endorsed a metric and is included in the 2022 incentive measure set. As the CCO Metrics 2020 Final Report shows, distribution of quality pool funds is based on the number of total incentive measures a CCO meets and the CCO’s size.
Implementation and Next Steps
The kindergarten readiness metric is transformative and anchored to community engagement, stakeholder input, and hearing from marginalized communities in order for the CCO to attest to completing specific activities. Over the four years that the system-level incentive metric is in place, the CCOs will be asked to complete activities that fall into four specific components that require:
- Social-Emotional Health Reach Metric Data Review and Assessment
- Development of an Asset Map of Existing Social-Emotional Health Services and Resources
- CCO-Led Cross-Sector Community Engagement
- Development of an Action Plan to Improve Social-Emotional Health Service Capacity and Access
The CCOs will engage communities, create asset maps to identify what services are available, and review data for populations with historical inequities—breaking out the data by ACEs, medical complexities, race and ethnicity, zip codes, and more. At the end of the first year, the CCOs will design an action plan with community input about where to focus improvements. Over the remaining years the CCOs will continue to track and analyze the data to identify barriers and facilitators and to inform the transition to a child-focused social-emotional kindergarten readiness incentive metric at the end of the fourth year.
A key focus is assessing how the data, asset map, community engagement, and action plans can be informed by and address the specific needs of historically marginalized populations. Oregon has adopted the strategic goal to end health inequities in the state of Oregon by 2030. Implementing strategies among young children that promote health equity and equitable educational achievement is one way that Oregon is working toward a more equitable future for all inhabitants. As children’s health, mental health, and development opportunities continue to be a primary focus of COVID-19 recovery efforts, incentive-based approaches hold great promise to eliminate disparities experienced by children from historically marginalized communities.
States Take Action to Address Children’s Mental Health in Schools
/in COVID-19 Relief and Recovery Resource Center Blogs, Featured News Home Back to School, Behavioral/Mental Health and SUD, COVID-19 /by Olivia Randi and Zack GouldThe COVID-19 pandemic has exacerbated rising mental health needs among children and youth. In addition to experiencing the human cost and social isolation brought upon by COVID-19, many children have lacked consistent time in classrooms. School closures and shifts to online learning have limited access to educational and social opportunities as well as mental health services. Since the onset of the pandemic, 38 states have enacted nearly 100 laws focused on supporting schools in their role as one of the primary access points for pediatric behavioral health care. These laws provide funding for school-based mental health services, strategic planning to improve school mental health systems, training and resources for school staff and students, and guidance for school policies. As children navigate the lasting impacts of the pandemic and policymakers prioritize youth mental health, states are certain to continue investing in and strengthening school-based mental health systems.
Background
In 2019, 16.5 percent of US children were estimated to have at least one mental health disorder, and the rates of adolescents who experienced persistent sadness or considered suicide both rose substantially from 10 years prior. The COVID-19 pandemic has only amplified these decade-long trends. The Centers for Disease Control and Prevention (CDC) has reported sharp increases in the proportion of children’s emergency department visits that are related to mental health. At the same time, youth utilization of mental health services has decreased, which may reflect families’ concerns in seeking non-emergency, in-person care given the risk of COVID-19 and shortages of available health care professionals working in children’s mental health.
The Biden Administration and key national organizations representing providers have intensified their focus on children’s behavioral health. In December 2021, U.S. Surgeon General Vivek H. Murthy issued a youth mental health advisory and released guidance for states in elevating policies to improve children’s behavioral health. The advisory included allocating more resources and technical assistance to school mental health systems as a key recommendation for state officials. In addition, in October 2021, the American Academy of Pediatrics, American Academy of Child and Adolescent Psychiatry, and Children’s Hospital Association released a joint statement declaring a national emergency of child and adolescent mental health, calling upon federal and state policymakers to address key priorities for improving the state of children’s mental health.
School-based mental health care can improve access to mental health services, reduce risk, and improve mental health and academic outcomes for students. Additionally, when effectively designed, school mental health services may help to reduce racial and ethnic disparities in access to mental health care. Ideally, these services are delivered through a comprehensive school mental health system (CSMHS) which supportsprevention, early identification, and provision of services and treatment for students with mental health needs. These systems are increasingly important to help address children’s mental health needs, particularly during the pandemic.
Federal initiatives that support CSMHSs include the Health Resources & Services Administration’s School-Based Health Centers, the Substance Abuse and Mental Health Services Administration’s (SAMHSA) Project Advancing Wellness and Resilience in Education (AWARE), and the Department of Education’s School-Based Mental Health Services Grant Program. Additionally, SAMHSA and the Centers for Medicare and Medicaid Services (CMS) have developed joint guidance to support states in implementing effective payment and delivery models for school-based behavioral health services.
State Laws Enacted During the Pandemic to Support School Mental Health Systems
Based on a national scan of state legislation introduced during the pandemic (March 2020 to December 2021), NASHP identified 92 state laws that were enacted to support children’s mental health through schools. States have pursued a range of approaches including 26 states allocating federal and state funding to increase school-based mental health services, 12 states supporting strategic planning to improve school mental health systems, 24 states providing education and resources for school staff and students, and 10 states guiding school mental health policies. See the table below for a list of states that have enacted laws to support these strategies.
Supporting strategic planning to improve school mental health systems
Schools often face a range of challenges in supporting students’ mental health, including identifying and implementing best practices and coordinating across agencies. During the pandemic, 12 states enacted laws that support strategic planning to identify barriers and approaches to increase access to school-based mental health services.
- Arkansas’s HB 1689 (Act 802) established the Arkansas Legislative Study on Mental Health and Behavioral Health, which is required to study and develop a report on mental health screening and suicide prevention policies for children in schools. (Enacted October 1, 2021)
- Connecticut’s HB 6621 (Public Act No. 21-95) established requirements for the School Emotional Learning and School Climate Advisory Collaborative, which will develop a strategy to initiate collaborations with community-based mental health providers and support school staff in mental health and social-emotional learning. (Enacted June 24, 2021)
Allocating funding to increase school-based mental health services
Schools report that the most common limitation to providing mental health services for students is inadequate funding. Relatedly, many schools face challenges in engaging mental health providers, and few meet the recommended ratios of students to counselors, psychologists, and social workers. To alleviate this barrier, 26 states enacted laws to increase financial support for school-based mental health services. These measures include funding to reimburse and support school telemental health services and to hire school-based mental health providers.
- California’s AB 133 (Chapter 143) established the Children’s Behavioral Health Initiative, which includes grant funding for school-linked behavioral health services. (Enacted July 27, 2021)
- Massachusetts’ H 4002 (Chapter 24) appropriated funding for a pilot program for telebehavioral health services through schools. (Enacted July 29, 2021)
- North Carolina’s SB 105 (SL 2021-180) allocated funding from the American Rescue Plan Act to establish a grant program for schools to hire psychologists in response to COVID-19. (Enacted November 18, 2021)
Providing mental health education and resources for school staff and students
Teachers and school staff can often be more effective in supporting students’ mental health when equipped with information on mental health and best practices for prevention and early identification. Seventeen states enacted laws to provide mental health training and resources for school staff.
- Rhode Island’s SB 31/HB 5353 (Chapter 131) requires that school staff and students receive education on suicide awareness and prevention. (Enacted April 22, 2021)
- Virginia’s SB 1288/2299 (Chapter 452) requires that school counselors receive training in mental health, including mental health disorders, depression, trauma, and youth suicide, in order to be licensed and to renew their license. (Enacted March 30, 2021)
States have also supported schools in providing mental health education and resources directly to students and their families. Thirteen states enacted laws to support schools in providing mental health education and resources for students.
- Illinois’ SB 818 (Public Act 102-0522) requires that health education courses for students include information on mental health. (Enacted August 21, 2021) Illinois also adopted HJR 1, which encourages schools to provide mental health training and education for students. (Adopted June 1, 2021)
- Texas’ SB 279 requires schools to include crisis line contact information on all identification cards for students in grades six through twelve. (Enacted May 28, 2021)
- Washington’s HB 1373 (Chapter 167) requires all school websites to provide access to information and resources on behavioral health, including mental health. (Enacted May 3, 2021)
Guiding school mental health policies
While local school districts often have autonomy in implementing and administering policies and programs, states can provide guidance for these policies by issuing requirements and recommendations. Ten states have enacted laws to support schools in adopting innovative policies to address many of the unmet needs and gaps in youth mental health services exposed during the pandemic. These include requiring that schools allow mental health days or excused absences related to students’ mental health needs, delineate protocols around providing mental health services, and develop plans for responding to a student experiencing a mental health crisis.
- Connecticut’s SB 2 (Public Act No. 21-46) requires local boards of education to allow students to take up to four mental health days per school year. (Enacted June 16, 2021)
- Florida’s SB 590 (Chapter 2021-176) requires that school health services plans, which are jointly developed by county health departments and local school boards, indicate that school and law enforcement staff must attempt to contact a mental health professional for a student in crisis, and that behavioral health providers and school resource officers must attempt to verbally de-escalate crises. (Enacted July 6, 2021)
Conclusion
Children’s mental health has been and will continue to be a top priority for state leaders across both legislative and executive branches of state government. With COVID-19 exacerbating the challenges children are facing, there is much more work to be done. This blog summarizes the actions many states have taken from March 2020 through December 2021. However, many more states continue to consider legislation during the 2022 session. The National Academy for State Health Policy will continue to track state policies to support children’s mental health during and beyond the pandemic.
Summary of State Laws Enacted During the COVID-19 Pandemic to Support School Mental Health Systems (March 2020-December 2021)
| Approach | States |
| Supporting strategic planning | |
| Work group/task force | AR, CA, CT, HI, MA, MI, TX, VA |
| Data/assessment of needs | AR, CA, CT, MN, TX |
| Recommendations and standards | AK, CA, CT, HI, LA, ME, VA |
| Allocating funding to support school-based mental health services | |
| Mental health services* | AZ, CA, CO, CT, DE, IN, KS, MA, MD, ME, MI, MN, MT, ND, NJ, NY, OH, OR, PA, TN, VA, WA |
| Telemental health | CO, FL, IL, MA, MN |
| Providers | AZ, DE, KY, MI, NC |
| Providing mental health education and resources | |
| School staff | AK, AR, CA, CO, DC, IL, IN, KY, LA, MA, MN, ND, NY, OK, OR, RI, VA |
| Students** | CA, CT, IL, KY, RI, UT, WA |
| Crisis hotline printed on student IDs | AR, IL, IN, NJ, NV, SC, TX |
| Guiding school mental health policies | |
| Mental health days/excused absence | AZ, CA, CT, IL, NV, UT |
| Crisis response policies | FL, MA, NE, NV, OR |
Note: The states listed here have enacted laws during the COVID-19 pandemic that support these approaches. These laws may be sustaining existing programs/policies, or enacting new ones, and states may vary in their implementation progress. Other state laws may have been enacted that support school-based mental health, but the language of the act did not specify as such. Additionally, other states may have implemented these approaches through other policy mechanisms.
*This category does not include state laws that specifically fund telemental health services (these laws are included separately in the row below).
**This category does not include state laws that require crisis hotlines to be printed on student IDs (these laws are included separately in the row below).
NASHP’s Expanding Emerging Leaders of Color Fellowship
/in Health Equity Blogs, Featured News Home Equity, Health Equity /by Hemi TewarsonI am excited to welcome applications for the second year of NASHP’s Emerging Leaders of Color (ELC) Fellowship Program. NASHP is committed to addressing equity in our work across states and the ELC Fellowship is central to this commitment. We are looking for those who are inspired to learn more about state health policy and to work with us to ensure that our state governments can better reflect the communities that they serve.
In late 2020, NASHP launched the ELC Fellowship to help improve the accessibility of state health policy careers for people of color, particularly those from communities most impacted by health disparities.
Applications are due by 11:59 p.m. ET on Feb. 15, 2022. View more information here.
Through the ELC fellowship, NASHP equips emerging and aspiring state health policy leaders of color with the tools to enter state government and lead the development and administration of more equitable policy informed by their own lived experiences. These tools include guided learning opportunities and hands-on experiences as well as a community to share support and educational/ professional opportunities.
Central to this experience is the pairing of each fellow with a current state leader of color who can help them learn about, and navigate, the realm of state policy.
Last year, we were so pleased to have three fellows. The inaugural cohort of ELC Fellows meaningfully contributed to a diverse array of projects, particularly with health equity implications, alongside their state advisors, including:
- Aligning early childhood health and Medicaid
- Improving Medicaid coverage of fertility preservation services
- Designing departmental diversity, equity, and inclusion efforts
- Developing an agency health equity strategy
- Implementing Medicaid coverage of doulas
- Increasing follow-up for postpartum care
- Improving provider and member messaging for contraceptive care
Given the success of last year’s program, this year NASHP is expanding the ELC Fellowship to accept up to ten fellows and each fellow will receive a stipend of $6,300. Fellows will be partnered with a state leader of color to take on a project of mutual interest. Fellows will also have the opportunity to engage in NASHP’s ongoing work, including a visit to Washington, DC and attending NASHP’s annual conference in Seattle, Washington.
The NASHP staff, corporate board and Academy members are looking forward to the launch of this year’s ELC Fellowship. I know we will have another impressive class of fellows this year and we are all excited to partner with them. We will announce the 2022 class of fellows by April 12, 2022.
2021 COVID-19 State Restrictions, Re-openings, and Mask Requirements
/in COVID-19 State Action Center COVID-19, Health Equity, Population Health, Social Determinants of Health /by NASHP StaffSign Up for Our Weekly Newsletter
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For individuals living with complex, often chronic conditions, and their families, palliative care can provide relief from symptoms, improve satisfaction and outcomes, and help address critical mental and spiritual needs during difficult times. Now more than ever, there is growing recognition of the importance of palliative care services for individuals with serious illness, such as advance care planning, pain and symptom management, care coordination, and team-based, multi-disciplinary support. These services can help patients and families cope with the symptoms and stressors of disease, better anticipate and avoid crises, and reduce unnecessary and/or unwanted care. While this model is grounded in evidence that demonstrates improved quality of life, better outcomes, and reduced cost for patients, only a fraction of individuals who could benefit from palliative care receive it. 























































































































































