SB 118 creates the Peer-to-Peer Coaching and Mental Health Counseling Grant for Utah institutions of higher education. The grant is intended to support student mental health by funding either a peer coaching program or other student mental health services. The bill defines a peer coach as a trained student volunteer who provides non-clinical support, such as mentoring, helping students access campus resources, and referring students to professional care when needed.
Under the bill, the Utah Board of Higher Education would administer the grant, set standards for outcomes and reporting, distribute funds subject to appropriations, and adopt rules to implement the program. Institutions receiving funds must either establish and run a peer coaching program or use the money for other mental health services for students. If they choose the peer coaching model, they must provide training, ensure students complete it before serving, and create referral procedures for students who need licensed mental health professionals.
Impact
The bill enacts a new section of Utah Code, Section 53H-6-302, and creates a new state grant program within higher education policy. It also makes a $1.5 million revenue-neutral appropriation by shifting funds within the Income Tax Fund from board administration/pass-through funding to student support for peer-to-peer counseling. The bill would affect the Utah Board of Higher Education, public institutions receiving grant funds, student volunteers serving as peer coaches, and students seeking campus mental health support. It also limits liability by stating that peer coaches are not licensed professionals and that the section does not create a cause of action, waive immunity, expand institutional liability, or create an employment relationship.
Sentiment
The available voting history suggests generally favorable committee sentiment. The bill received a unanimous 4-0 substitute recommendation and a separate 7-0 held vote in committee, indicating support for the concept and no recorded opposition in the available materials. No committee transcript is provided, so the broader discussion is not available, but the vote record points to a positive reception for expanding student mental health support in higher education.
Contention
The main policy issues appear to be how the grant should be used and how peer coaching should be structured. Institutions may either implement a peer coaching program or use the funds for other mental health services, which suggests some flexibility but also leaves room for debate over whether peer-led support is an appropriate substitute for professional services. Liability and scope-of-practice concerns are addressed directly in the bill by limiting peer coaches to non-clinical support and shielding them and institutions from expanded liability, indicating that these protections were likely important points of concern. The bill’s use of a $1.5 million internal fund shift may also be a point of fiscal scrutiny, though no explicit opposition is shown in the available votes.
Requires undergraduate students to file degree plan and requires institutions of higher education and certain propriety institutions to develop pathway systems to graduation.
Requires undergraduate students to file degree plan and requires institutions of higher education and certain proprietary institutions to develop pathway systems to graduation.
Establishes process for merger or consolidation of public institution of higher education with other institutions of higher education or certain proprietary institutions; requires executive and legislative approval of merger or consolidation.
Establishes process for merger or consolidation of public institution of higher education with other institutions of higher education or certain proprietary institutions; requires executive and legislative approval of merger or consolidation.
Relating to the issuance of a diploma to a student graduating from a public institution of higher education that has undergone a merger, acquisition, or name change.