Higher Education Mental Health Workforce Pilot 2025 Annual Report (May 30, 2025)

Summary

This May 30, 2025 Higher Education Mental Health Workforce Pilot 2025 Annual Report comes from the State Council of Higher Education for Virginia (SCHEV), which administers the pilot in consultation with the Virginia Health Care Foundation. It states that to date the pilot has supported 11 LPC/LCSW candidates who collectively served 1,446 students, completed more than 8,750 clinical hours and obtained 16,055 hours of supervision. It states that the pilot program continues to be oversubscribed, with each of two rounds supported by $500,000 in appropriated funds each fiscal year, and that SCHEV recommends permanently funding the program to scale and underwriting an LPC/LCSW candidate at each Virginia four-year public institution.

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Full text

State Council of Higher Education for Virginia

Higher Education Mental Health
Workforce Pilot
2025 Annual Report

May 30, 2025
Higher Education Mental Health Workforce Pilot – 2025 Annual Report

Table of Contents
Executive Summary .................................................................................................................. 3
Preliminary Impact ...............................................................................................................3
Defining Success ...................................................................................................................... 5
Quantitative Findings To Date.................................................................................................. 7
Round One.............................................................................................................................7
Round Two ............................................................................................................................7
Qualitative Findings To Date .................................................................................................... 9
Recommendations For Scaling .............................................................................................. 12
Recruitment, Hiring and Onboarding Insights................................................................. 12
Modifications to FY 2025-2026 Request for Pilot Proposals ............................................ 12
Appendix: Background, Purpose, Process And Commitments ............................................. 14
Background.......................................................................................................................... 14
Purpose ................................................................................................................................ 15
Pilot Proposal Submission and Award Process ................................................................ 16
Grantee Commitments........................................................................................................ 17

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EXECUTIVE SUMMARY
In response to urgent student mental health needs across Virginia’s college campuses, the
2022 Virginia General Assembly appropriated funds (2022 Appropriation Act, Item 144#3c) to
support a two-year mental health workforce pilot program at public institutions of higher
education. The State Council of Higher Education for Virginia (SCHEV), in consultation with
the Virginia Health Care Foundation (VHCF), is charged with administering this pilot
program. The General Assembly appropriated a second round of pilot funding for FY 2025
and FY 2026.

The Higher Education Mental Health Workforce Pilot program is a combined workforce and
mental health initiative intended to address the immediate and long-term needs of
institutions and students for licensed campus-based mental health professionals.
Appropriated funds underwrite the salary and benefits of an onsite LPC or LCSW candidate
for ~two/two and half years. During this time, hosting universities hire, train and supervise
the LPC/LCSW candidates at on-campus mental health care facilities until licensed. The
~two-year timeframe roughly meets Virginia’s Department of Health Professions hours of
supervision requirement.

The initial competitive pilot grants were awarded to six public universities: Christopher
Newport, George Mason, James Madison, Longwood, Radford and Virginia Tech in late 2022.
The 2024 General Assembly appropriated a second round of funding for FY 2025 and FY
2026. The above referenced pilot sites were awarded the additional funds (except for Virginia
Tech) and hiring for their new candidates will occur throughout 2025.

Preliminary Impact
To date, the pilot has supported 11* LPC/LCSW candidates who collectively: served 1,446
students; completed more than 8,750 clinical hours; and obtained 16,055 hours of supervision
since they started working, thereby approximately doubling the students served and the
number of clinical hours from those reported in the 2024 annual report.

The pilot is approximately two years into implementation (from Round One candidate start
dates). SCHEV continues to be satisfied with the progress in meeting the intent of the
program: Improving the ability to meet the student demand for counseling/social work

*
Note: Of the 11 total candidates; Virginia Tech left the Round One program after the first year because their candidate accepted permanent
full-time employment at the Virginia Tech Cooke Counseling Center and will continue to work toward hours for licensure.
One of CNU’s Round One candidates left the program just shy of completion for a permanent position elsewhere.

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Higher Education Mental Health Workforce Pilot – 2025 Annual Report

services; stabilizing/reducing burnout of LPC and LCSW staff at the student
health/counseling centers; and candidate progress toward hours for licensure.

Several key findings from the pilot, some recurring and some new, along with
recommendations from SCHEV, have emerged for the General Assembly’s consideration.

1. The pilot program continues to be oversubscribed. SCHEV received more proposals
than it could support for both Round One (FY 2023/FY 2024) and Round Two (FY
2025/FY 2026). Each of the two rounds was supported by $500,000 in appropriated
funds each fiscal year. SCHEV supported six institutions in Round One (receiving 10
proposals) and five institutions in Round Two (receiving nine proposals). Such
oversubscription limits assessment of the pilot program’s impact due to a small
sample size. All proposals demonstrated significant need.
2. Participating institutions continue to see tangible impacts. As of May 1, 2025, the
LCSW/LPC candidates supported through this pilot have collectively served 1,446
individual student-patients and completed more than 8,750 clinical hours. The
addition of the candidates has resulted in: (a) decreased appointment wait times for
students; (b) improved staff morale at the on-campus counseling and health centers;
and (c) sparked the candidates’ interest in continuing to work at the higher education
institution(s) post-licensure, two taking permanent positions at the pilot institutions.
3. The program should be permanently funded at scale. Based on preliminary impacts,
the continued student need for mental health services and the shortage of licensed
mental health professionals, SCHEV recommends permanently funding the program
to scale and underwriting an LPC/LCSW candidate at each Virginia four-year public
institution.
4. Continual process improvements are made to improve outcomes. Data collected
from pilot sites every six months inform modifications to ensure objectives are
achieved. Details regarding suggested modifications as part of the Round Two (FY
2025/FY 2026) call for proposals are included within this annual report. One specific
modification, should this program be permanently funded, focuses on recruiting
candidates who have already accrued at least six months of clinical hours in order to
get to the two/two-and-a half year grant timeline with the necessary hours for
licensure. Unlike private practice, the ebb and flow of academic year caseloads (i.e.
summer) have impacted the timeline to obtain necessary hours.

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Higher Education Mental Health Workforce Pilot – 2025 Annual Report

DEFINING SUCCESS
The mental health workforce pilot serves a dual purpose for higher education institutions.
The pilot seeks to: 1) expand mental health services to students on campus at four-year
public higher education institutions; and simultaneously 2) increase the mental health
workforce pipeline by offering supervised clinical hours for the LCSW and LPC
candidates who delivered those services to become licensed. The mental health pilot’s two-
pronged purpose addresses immediate student demand for services and long-term campus
behavioral health workforce development.

The pilot funds support the salaries and benefits for graduates pursuing licensure to provide
therapy under supervision at student health or counseling centers on campus. In exchange,
each hosting institution hires, trains and supervises the LCSW/LPC candidates until licensed.
While no matching funds were required, Christopher Newport University provided
matching funds to cover the fringe benefits and by doing so, supported candidates’ wages
with the state’s funds for Round One and Round Two. Longwood University offered to
provide university-managed housing as part of the Round One candidate’s benefits package
in addition to the pilot funds awarded.

Pilot institutions are required to report on key data every six months to assess progress
toward licensure, overall program impact and potential modifications to the pilot and factors
to consider in order to scale across the state.

A successful pilot program should:

1. Improve the ability to meet the student demand for counseling/social work services;
2. Stabilize/reduce burnout/turnover of LPC or LCSW staff at the student
health/counseling centers;
3. Increase the number of pre-licensed LCSWs and LPCs who become licensed in
Virginia as a result of pilot participation; and
4. Create a pipeline of LCSWs and LPCs who choose to work at higher education
health/counseling centers once licensed.

SCHEV continues to be satisfied with the progress and meaningful impacts the candidates
have had toward pilot success. Specifically, improving the ability to meet the student
demand for counseling/social work services and stabilizing/reducing burnout of LPC and
LCSW staff at the student health/counseling centers. SCHEV made some modifications to the
FY 2025/FY 2026 call for proposals to ensure clinical hours for licensure and ultimate

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Higher Education Mental Health Workforce Pilot – 2025 Annual Report

candidate licensure is obtained within two to two-and-a-half years from the start date of the
candidate. Details on the adjustments can be found in the Round 2 call for proposals and
related FAQ document.

The table below outlines the estimated date for each candidate’s completion of hours for
licensure.
Projected date of licensure Expected date of
Pilot University Candidate Start Date
hours completion licensure
Christopher Newport 1* 1/10/2023 Fall 2025* Fall 2025*
2 1/18/2024 Fall 2025 Fall 2025
3 12/2/2024 Spring 2027 Spring 2027
4 1/13/2025 Spring 2027 Spring 2027
George Mason 1 9/10/2023 Fall 2025 Fall 2025
James Madison 1 3/15/2023 Spring 2026 Spring 2026
Longwood 1/10/2023 Summer 2025 Fall 2025
1

2 9/25/2024 Fall 2026 Fall 2026
Radford 1** 1/10/2023 May 2025 Summer 2025
2 1/10/2025 Spring 2027 Spring 2027
Virginia Tech 1*** 6/10/2023 Hired permanently in summer
2024, working on licensure

Note:* CNU Candidate One departed prior to completing hours in order to secure permanent full-time employment.

Note:** Radford Candidate One finished residency at Radford in October 2024 and transitioned to a permanent full-time position at
Radford, continuing to work toward hours for licensure.

Note:*** VT exited the pilot program in summer 2024 in order to offer their candidate full-time employment at the counseling center and
continue to work toward licensure. The candidate’s data were included in the 2024 annual report.

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QUANTITATIVE FINDINGS TO DATE
The data below are based on the varying start dates through May 1, 2025.

Round One
The earliest candidate start dates were in January 2023 (Longwood, Radford and Christopher
Newport—candidate one). Two candidates started in March 2023 (James Madison and
Christopher Newport—candidate two). Christopher Newport’s second candidate left in early
2023 and a replacement candidate was hired in late 2023 and started working in January
2024. Due to unforeseen human resource procedural barriers, Virginia Tech was not able to
onboard their candidate until June 2023 and opted to exit the program in summer 2024 in
order to secure permanent full-time employment for their resident at the Cooke Counseling
Center. The sixth institution (George Mason University) faced salary-related recruitment
challenges necessitating a budget amendment in order to modify the candidate’s salary and
attract more applicants.

Six of the seven candidates were Virginia residents prior to being hired and also completed
higher education at Virginia institutions (five graduate and one undergraduate degree). The
seventh candidate was from Connecticut.

Round Two
One of the adjustments made enabled Round One grantees to use Round Two funds to
support their current candidate until licensure (or no more than an additional six months,
whichever is less). Therefore, Round Two data include three Round One candidates at James
Madison, Longwood and George Mason universities in addition to four (two from
Christopher Newport, one from Longwood and one from Radford) of the six new Round
Two candidates who have been or are in the process of being hired and onboarded.

Information from the pilot institutions’ third annual report is aggregated below.

Pre-licensees (from ~January 10, 2023 to May 1, 2025)

1. Total number of clinical hours: 8,750.
2. Average clinical hours per week: ~15 hours per week.

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Higher Education Mental Health Workforce Pilot – 2025 Annual Report

Clinical hours per week ranged from ~seven (new hires being onboarded) to 20 hours
with an average of ~15 clinical hours per week. Data indicate that those averaging 18-
20 clinical hours per week are anticipated to achieve hours necessary for licensure
within two to two-and-a-half years since starting. Others estimate three to four years
(from start date) until hours will be accumulated for licensure. As a result, the FY
2025-2026 RFP was modified to enable Round One candidates (at the pilot IHE’s
discretion) an additional six months via Round Two funding and the ability to accrue
additional clinical hours via private practice/community service board during the
slower summer months. Such hours off-campus will be tracked but will not use pilot
funds.
3. Number of supervised hours (including individual and group supervised
hours): 16,055.
Individual supervised hours included client case conceptualization, client need,
diagnostic criteria, counseling interventions, professional development, office
management, record keeping, crisis response, treatment planning and self-reflection.

Group supervised hours included case presentations and video review of single-session
therapy, boundary setting, communication practices, intervention techniques, etc.
4. Number of students/patients served: 1,446.
The pre-licensees have provided individual services (initial consultations, intakes and
individual counseling sessions), as well as group counseling, facilitated well-being
clinics, provided single session therapy, served on-call and provided preventive
outreach programs to students.

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Higher Education Mental Health Workforce Pilot – 2025 Annual Report

QUALITATIVE FINDINGS TO DATE
In addition to the aggregate quantitative data, pilot sites report every six months on several
qualitative aspects/impacts of the program. Highlights are referenced below.

Has experience piqued the candidate’s interest in pursuing work in higher education post-
licensure? Yes/No/Unsure.
All Round One pre-licensees currently working at the pilot institutions have expressed a
strong preference for working with college and university students post-licensure.
Additionally, Virginia Tech left the Round One pilot program one year early to permanently
hire their candidate at the Cooke Counseling Center. Radford’s Round One candidate took a
permanent full-time position at Radford’s Counseling Center in late 2024 and completed
hours for licensure in May 2025.

How has the additional hire impacted well-being, office climate and workload at the on
campus center? Improved/Declined/No noticeable change.
“Every client that [candidate name] has seen for an initial therapy appointment (83) has been
a client who would have not otherwise been served. “

“Having the addition of our SCHEV grant recipients has helped our office see 40+ additional
clients/week, which is very positively impactful. This has allowed our office to see more
clients for longer.”

“…Candidate has allowed for caseloads to be more evenly balanced and taken some of the
weight for the demand for services off the other clinicians. Candidate's position has allowed
the licensed staff to open up space on their schedules to allow for walk-in crisis, or to provide
ongoing support to students (clients) with more severe mental health needs.”

“Without [candidate name] we would not be able to offer individual psychotherapy for our
collaborative care program. Our medical providers repeatedly give positive reports from
students working with her and provide feedback to me directly on her professionalism and
clinical insights that she discusses with them during case consultations.” Note: The candidate
prepared a successful proposal and received grant funding to provide the psychotherapy.

“[Candidate name] has been instrumental in launching the first psychotherapy group
utilizing the Seeking Safety workbook for PTSD and substance use this past year. This is the
only therapy group at the institution designed to address substance use.”

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Other input/insights on the pilot? What were the challenges? How were they overcome?
Modifications to consider for continuation and to scale?
The pilot site project leads continue to reiterate several challenges and opportunities.
1. Ebb and flow of the academic year as a challenge to obtain necessary hours for
licensure within two years compared to private practice.
2. Prioritizing candidate access to clients to maximize hours.
3. Starting the program earlier via an internship that would transition into the residence.
4. Hiring candidates who have accumulated six months to a year of clinical hours in
order to reach the two-year timeline for completion of hours for licensure.
5. Extending the pilot duration (beyond two years to either two-and-a-half or on a
three-year academic calendar).

Students seeking health center or counseling services (where the pre-licensees work)
Students present with a wide variety of needs from common concerns to significant needs
related to trauma to severe mental health disorders.

Common concerns: Anxiety/worry, depression, relationship difficulties, social difficulties,
academic concerns, family concerns, grief and loss.

Significant needs related to: Trauma, mood instability, suicidal ideation, eating
disorders/body image, PTSD, trauma histories, OCD, substance-related concerns.

Severe mental health disorders: Bipolar disorder, borderline personality disorder,
dissociative identity disorder, etc.

Types of treatment
Types of treatment provided on campus vary by institution but can include: Individual
counseling; group counseling; couple’s counseling; well-being clinics; skill building sessions;
single session therapy; Cognitive Processing Therapy for trauma recovery; testing for
ADHD/SLD; and crisis response 24/365. Some institutions offer informal, drop-in service and
a 15-to-20-minute consultation at a location across campus, psychiatric and case management, as
well as advocacy services.

Volume of need: Since the start of the candidates, the six pilot institutions’ on-campus staff
have served over 9,717 students during AY 2024-25, not including crisis intervention.

Existing staff capacity to meet the need
The staff capacity varies by institution from a staff of three licensed clinicians to a staff of 13
(not including residents or the pilot pre-licensees).

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Higher Education Mental Health Workforce Pilot – 2025 Annual Report

How has the additional hire (pre-licensee) helped to address the demand and supply?
“Having the candidate in the office has helped meet the demand for services, as we saw
record numbers of students for the Spring 2025 semester. Without her, we would not have
been able to meet the demand for individual services, forcing students into groups (which
are great, but some students need individual support in addition to groups) or out into the
community.”

“The candidate has significantly helped address the demand as evidenced by providing
direct clinical care to students via individual counseling, group counseling, single session
therapy, skill-building sessions, and crisis intervention.”

“Not only has the candidate addressed the demand but also expanded our care through
outreach, collaboration with the Office of Multicultural Affairs, and embedded counseling in
order to reach and better serve marginalized communities.”

Student Survey Findings
Not every pilot utilizes a satisfaction survey to obtain student/patient feedback on the
candidate’s services. However, one pilot program reported more than 96 percent of students
completing the satisfaction survey agree that they: 1) were able to obtain an appointment
within an acceptable timeframe; 2) would recommend the staff (candidate) to another
student; 3) the counseling positively impacted the student to stay in school and 4) the
counselor (candidate) helped the student address and/or cope with the issues/problems for
which they sought help.

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Higher Education Mental Health Workforce Pilot – 2025 Annual Report

RECOMMENDATIONS FOR SCALING
Recruitment, Hiring and Onboarding Insights
The timing of the Round One RFP release, review and awards resulted in the recruitment,
hiring and onboarding process occurring “out of sync” with the academic year. This posed
challenges for all institutions to varying degrees because most MSW and MoC graduates
would be looking for employment and hours for licensure after May graduation. This
inherently limited the scope of potential candidates and slowed the timeline from
recruitment to hiring.

In one instance, the human resources departments had to establish a new hiring category for
the candidate. The departure of a human resources director during the middle of the process
resulted in further delays in the recruitment and hiring process at the same institution.
Another institution requested a slight increase in funds to raise the salary for the candidate
position as the vast majority of qualified applicants withdrew from consideration due to
salary.

Some onboarding delays resulted in candidates’ previous work commitments (30-day notice
requirement) which could have been avoided if the grant timeline was adjusted so that
recruitment and hiring coincided with the end of the spring semester with onboarding by the
start of the subsequent fall semester.

Modifications to FY 2025-2026 Request for Pilot Proposals
Based on data provided by pilot sites every six months, SCHEV made the modifications to
the FY 2025-2026 (Round Two) call for proposals.

1. Release the call for proposals as soon as practicable and announce the pilot sites as
soon after July 1, as the candidate pool is larger the closer the timeline is to
graduation (May).
2. Seek open, competitive request for proposals from all Virginia public institutions of
higher education (IHE) with on-campus mental health care services/centers.
3. Update request for proposals content to include:
a. A milestones/timeline section (bulleted list/chart) and companion work plan
in narrative form to identify recruiting, hiring and onboarding timelines,
clinical hours/week estimated and plans for off-peak times – winter, spring
and summer breaks - to maximize clinical hours.

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Higher Education Mental Health Workforce Pilot – 2025 Annual Report

b. For those existing pilot sites submitting new proposals, include an
additional question about what they will do differently (or the same) to
ensure maximum clinical hours and ~two to two-and-a-half years to
obtain hours for licensure.
c. Incorporate in the request for proposals how institutions will: work with
human resources if this is the first resident-position established at the center;
and assess competitiveness of salary within the surrounding area.
4. Expand grant timeline to two-and-a-half years still capped at $100,000 maximum
per IHE and continue to evaluate success in meeting hours for licensure and
ultimate licensure of candidates.

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Higher Education Mental Health Workforce Pilot – 2025 Annual Report

APPENDIX: BACKGROUND, PURPOSE, PROCESS AND COMMITMENTS
Background
Virginia college students represent a particularly vulnerable population, with unique mental
health challenges. “College” often marks a transition toward independent living, self-
awareness and self-advocacy. The transition from high school to college marks an inflection
point, a time of marked change, more responsibilities, opportunities and additional stressors
for students all of which can impact mental health. Recent data show almost half (45%) of
college students are experiencing mental health challenges. In turn, those mental health
challenges result in increased degree incompletion rates of 39%.1

Despite growing student need, 70% of Virginia is in a federally designated Mental Health
Professional Shortage Area (MHPSA), with nearly 40% of Virginians living in these
communities.2 To meet the needs of their students, Virginia’s higher education institutions
seek to provide mental health services to students. On both the qualitative and quantitative
fronts, institutions face an uphill battle to attract and retain a mental health care workforce on
campus. Their student health and counseling centers must compete with private sector
compensation and address staff burnout, secondary trauma and compassion fatigue.

With a growing need for services, a lack of qualified mental health workers compounds the
challenge to grow capacity both on campuses and across the Commonwealth. The Bureau of
Labor Market Statistics data projects 11% employment growth for clinical social workers and
18% growth for licensed professional counselors from 2022 to 2032.

One challenge area to becoming a licensed social worker (LCSW) or licensed professional
counselor (LPC) is the completion of supervised clinical hours. For LCSW candidates, this
requirement includes 3,000 hours of post-master’s degree experience, including 100 hours of
individual face-to-face supervision and 1,380 clinical hours. For LPC candidates, this includes
3,400 hours of supervised clinical work experience, 200 hours of supervision and at least
2,000 hours of direct client contact.

In 2022, the Virginia General Assembly responded to this specific workforce need and
appropriated funds to support a mental health workforce pilot at institutions of higher

1
Mental Health First Aid, 2025

2 Virginia Health Care Foundation Capacity Assessment, 2022

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Higher Education Mental Health Workforce Pilot – 2025 Annual Report

education. The State Council of Higher Education for Virginia (SCHEV), in consultation with
the Virginia Health Care Foundation (VHCF), is charged with administering this pilot
program.

Mental Health Pilot Budget Language
(2022 Appropriation Act, Item 144#3c)

Purpose
The mental health workforce pilot serves a dual purpose for higher education institutions.
The pilot seeks to: 1) expand mental health services to students on campus at public higher
education institutions; and simultaneously 2) increase the mental health workforce pipeline
by offering supervised clinical hours for the LCSW and LPC candidates who delivered those
services to become licensed clinical social workers (LCSW) or licensed professional
counselors (LPC). The mental health pilot’s two-pronged purpose addresses immediate
student demand for services and long-term campus behavioral health workforce
development.

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The pilot supports the salaries and benefits for graduates of Masters of Social Work (MSW)
and Masters of Counseling (MoC) programs seeking licensure. The pilot grant awards
underwrite the salaries and benefits of the onsite MSW/MoC supervisees. In exchange, each
hosting institution will agree to hire, train and supervise the LCSW/LPC candidates until
licensed. The estimated cost to support a supervisee is approximately $100,000 per year,
including benefits.

The awarded institutions directly received the grant funds to pay the salaries and benefits of
graduates of MSW and MoC programs seeking licensure while working at on-campus mental
health care facilities.

Pilot Proposal Submission and Award Process
SCHEV issued the Round Two request for proposals on June 1, 2024, followed by a
pre-proposal virtual workshop on June 6.

In order to be eligible, the institutions were required to:

1. Operate in Virginia as a public institution of higher education. Note:
Community service boards (CSBs) and external vendors/service providers
serving an institution of higher education are ineligible.
2. Currently provide on-campus mental health care services to students.
3. Provide counseling or social work services on campus with a licensed counselor
(LPC) or licensed clinical social worker (LCSW) on payroll who is approved by
the Virginia Department of Health Professions to serve as a supervisor.
4. Attend the pre-proposal workshop.
5. Submit no more than one mental health pilot proposal for all of its
campuses/locations.

The pilot proposal submission closed on July 5, 2024. SCHEV received submissions from
nine, four-year institutions. All nine institution submissions demonstrated/quantified the
need for pilot funds. Priority was placed on proposals from institutions located in areas with
a higher shortage of LCSWs/LPCs and/or from institutions serving a higher number of low-
income students, including HBCUs. The review panel consisted of SCHEV and Virginia
Health Care Foundation staff.

On August 5, 2024, SCHEV and VHCF awarded Higher Education Mental Health Workforce
Pilot grants to five universities: Christopher Newport, George Mason, James Madison,
Longwood and Radford. Pilot awards ranged from ~$96,000 to $100,000 per year per

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Higher Education Mental Health Workforce Pilot – 2025 Annual Report

institution to support the salaries and benefits for graduates pursuing licensure to provide
therapy under supervision at student health or counseling centers on campus. The program’s
total funding is $1,000,000 – i.e., $500,000 in FY2025 and $500,000 in FY2026.

Christopher Newport University used the funds to support two candidates while providing
their fringe benefits as an institutional match (no match was required). Longwood University
offered to provide university housing as part of the candidate’s benefits package in addition
to the pilot funds awarded.

Grantee Commitments
By and upon accepting grant awards from this pilot program, grant recipients committed to:

1. Comply with Virginia DHP regulatory and license requirements.
2. Provide necessary and timely supervision on site to at least one
supervisee/candidate seeking licensure for the two-year duration of their
required supervision hours.
3. Use the entirety of grant funds awarded to the institution to support the
salary and benefits for graduates of Masters of Social Work and/or Masters
of Counseling programs seeking licensure. In addition to wages and
benefits, grant funding can be used to pay for existing LCSW or LPC staff to
obtain necessary supervisor credentialing (15-hour course/$500 fee). Grant
funding cannot support overhead costs.
4. Utilize the pre-licensee to provide applicable care/services to students
seeking health care/counseling on-campus.
5. Attend an orientation for the awarded institutions. Supervisors and pre-
licensees from each selected institution participated in the session led by
SCHEV and collaborators.
6. Participate in semi-annual opportunities provided by SCHEV and VHCF to
connect the pre-licensees throughout the initiative for support, camaraderie
and feedback.
7. Produce and submit semi-annual (six-month) and annual (12-month)
progress reports to SCHEV to monitor activities, outcomes, evaluate the
effectiveness of the program and identify opportunities for greater
partnerships to scale and implement statewide.

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