The 2024 Minnesota legislative session will likely be remembered for its somewhat chaotic conclusion.  Among that noise was this addition to Chapter 120B of the Education Code: Prekindergarten-Grade 12.

(b) Starting in the 2026-2027 school year, school districts and charter schools must provide mental health instruction in accordance with paragraph (a).

This requires that students in grades 4 through 12 receive mental health instruction that is aligned with local health standards and integrated into existing programs. It sees Minnesota join the 20 other States that have enacted such legislation since New York passed the first in 2018. This is great news for our students, teachers and families. It eliminates the current patchwork of access in Minnesota and requires, rather than encourages, schools to increase awareness, understanding and promote help-seeking behavior.

Offering mental health education to students is one of the key mental health policies tracked by the Hopeful Futures Campaign, a first-ever national report card that scores every state on policies that support school mental health along with recommendations for how to improve. You can see their MN report card here – note it is not yet updated with this meaningful progress from 2024.

The Centers for Disease Control includes mental health literacy as a proven strategy to promote and support mental health and well-being. Mental health literacy is having knowledge and understanding of mental health as well as skills that help people reach out for support when they need it. Mental health literacy means:

• Knowing how to develop and maintain good mental health.
• Reducing stigma (negative attitudes and beliefs) about mental distress and mental illness.
• Being aware of common mental health disorders and how they can be treated.
• Knowing how to get help for mental health concerns.

The Wellbeing Trust reminds us that mental health literacy isn’t only important for those experiencing a mental health disorder or issue. It is impactful if you know someone who could use support or services. Understanding mental health can make a difference in reaching out to someone you think might be struggling, or if someone comes to you as a trusted peer. In schools, it is important that our students can understand when their friends may need help; where to go for help; and that as young people themselves, it isn’t their role to be a sole support.

At the Sauer Family Foundation, we’re excited to see this development in Minnesota. Our work in resilience and emotional wellbeing is grounded in the knowledge that mental health is more than the absence of mental illness. The World Health Organization describes good mental health as someone being capable of effectively coping with stressors, learning and working well and contributing to their community. Requiring schools to offer developmentally appropriate content for our students is a great step towards all our students having mental health literacy, and a foundation to build their own good mental health.

– Emma