Using HEERF Institutional Portion Grant Funds for Mental Health and Substance Use Disorder Needs — FAQ, May 19, 2022
Summary
This is a Frequently Asked Questions (FAQ) document dated May 19, 2022 from the U.S. Department of Education on using Higher Education Emergency Relief Fund (HEERF) Institutional Portion grant funds to meet the mental health and substance use disorder needs of students. It cites a September 2021 survey of college presidents in which 73 percent of respondents indicated that student mental health was a pressing concern on their campus, up from 41 percent in April 2020. It states that the Department recently extended the performance period of HEERF grants through June 30, 2023, and answers that institutions can use HEERF grants for mental health services and substance use disorder services for students, faculty, and staff. The document lists examples such as hiring counselors, telehealth counseling, wellness activities, and suicide prevention training.
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Cite this document
“Using HEERF Institutional Portion Grant Funds for Mental Health and Substance Use Disorder Needs — FAQ, May 19, 2022.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-heerf-mental-health-faqs-www-ed-gov-8b14e13a51/
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Using Higher Education Emergency Relief Fund (HEERF) Institutional
Portion Grant Funds to Meet the Mental Health and Substance Use Disorder
Needs of Students1,2
Frequently Asked Questions (FAQ)
May 19, 2022
Addressing the mental health needs of students has long been a challenge for institutions of
higher education (institutions) that has been exacerbated by the COVID-19 pandemic. It is
during college that many students experience the first onset of chronic mental health and
substance use problems or an exacerbation of their symptoms. In a September 2021 survey of
college presidents, 73 percent of respondents indicated that the mental health of students was a
pressing concern on their campus, up from 41 percent in April 2020.3 At the same time that the
pandemic has created a larger demand for a broader variety of mental health support, a shortage
of mental health professionals and burnout across the profession has caused colleges to struggle
to meet the rising need for counseling services on campus. The U.S. Department of Education
(Department) understands the importance of combating the rise in suicides and the growing rate
of depression and anxiety among children, young adults, and college students.
The Department strongly encourages colleges to use available HEERF grants to address student,
faculty, and staff mental health. Although HEERF grants are a one-time infusion of funds,
initial investments in high-impact mental health projects can be made now, with ongoing
support after initial success of these programs provided through philanthropic efforts, local
partnerships, or other funding sources. To support these efforts, the Department recently
extended the performance period of HEERF grants through June 30, 2023.
These FAQs are intended to provide answers and examples of allowable uses of HEERF
Institutional Portion grant funds for supporting students’ mental health and substance use
disorder needs. These examples are not exhaustive, but they are intended to illustrate a wide
range of evidence-based best practices for meeting the growing and diverse mental health needs
of today’s students. In addition, mental health conditions can be considered disabilities under
Federal civil rights laws, including when they substantially limit an individual’s ability to
1
Other than statutory and regulatory requirements included in the document, the contents of this guidance do not
have the force and effect of law and are not meant to bind the public. This document is intended only to provide
clarity to the public regarding existing requirements under the law or agency policies.
2
This document contains references to information created and maintained by other public and/or private
organizations. Note that this information is provided for information purposes and for the reader’s convenience. The
U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of
this outside information. Further, references to this external information does not reflect their importance, and their
inclusion should not be construed as an endorsement of any kind of the proffered views, products, or services by
either the U.S. Department of Education or the Federal government.
3
Melidona, Danielle, et al. American Council on Education, 2021, 2021 Fall Term Pulse Point Survey of College
and University Presidents, https://www.acenet.edu/Documents/Pulse-Point-Survey-Fall2021.pdf.
1
meaningfully participate in work or school. These students have a right to reasonable
accommodations that help ensure an equal opportunity to participate in higher education.4
For additional ideas on how institutions might help meet the mental health needs of students,
faculty, and staff please refer to Basic Needs Guidance, ED COVID-19 Handbook, Volume 3,
and Best Practices Clearinghouse and guidance on accommodations for students with disabilities.
Question 1: Can institutions use HEERF grants to provide mental health services and substance
use disorder services and supports for students, faculty, and staff?
Answer: Yes. Institutions can use HEERF grants for mental health services and substance use
disorder services and supports for students, faculty, and staff affected by the pandemic, including
for students, faculty, and staff who were experiencing struggles prior to the pandemic. Allowable
uses of the HEERF grant include initial investments in mental health resources and services that
will continue to provide long-term support to students, faculty, and staff after HEERF grant
funding expires, as discussed throughout this document.
Question 2: How can HEERF grants be used to strengthen mental health and substance use
disorder resources at my institution?
Answer: Generally, grantees have broad flexibility to use HEERF grants to better support mental
health and substance use disorder needs as part of assisting students, faculty, and staff through
pandemic recovery. The funding can support initial investments in high-impact mental health
projects related to the pandemic and also to establish the groundwork for long-term mental health
resources. These efforts can mitigate long lasting impacts on the mental health of students,
faculty, and staff who experienced the struggle, isolation, and uncertainty caused by the
pandemic.
In-person mental health professionals: The pandemic has led to increased demands for
mental health professionals. While additional funding is required to maintain long-term
services, HEERF grants can be used by institutions in the short-term to hire new
counselors, social workers, and other mental health staff to provide support to students,
faculty, and staff.
• Example: Montclair State University used HEERF grants to support their
University Health Services and Office of Health Promotion including hiring two
additional mental health counselors.
• Example: University of California, Riverside used HEERF grants to increase
mental health and wellness supports, including 24/7 crisis support, for staff who
4
National Council on Disability Report: Mental Health on College Campuses: Investments, Accommodations
Needed to Address Student Needs - https://ncd.gov/sites/default/files/NCD_Mental_Health_Report_508_0.pdf.
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had to remain on campus during the pandemic or who experienced significant
burdens while maintaining the functions of campus.
• Example: Sinclair Community College hired a social worker to provide case
management to more than 380 students in Fall 2021 alone.
Telehealth: Telehealth options can also expand access to health professionals to support
the mental health of students, faculty, and staff, including in rural areas. These options
include therapy provided through an online platform by campus-hired counselors, 24/7
on-call counselors either provided by an external service or campus hires, and text-based
counseling support.
• Example: University of Texas at San Antonio provides 24/7 online mental health
counseling services to students to ensure they have access to counseling
resources, regardless of time of day.
• Example: Lac Courte Oreilles Ojibwe College partners with a mental health
platform to allow all students and faculty on-demand, 24/7 access to counselors.
Wellness Activities: Physical activity as well as breathing exercises and other wellness
activities can be part of a holistic approach to providing mental health support and stress
reduction as part of a broader package of mental health services and supports. These
programs extend beyond counseling to also address emotional wellness and teach coping
strategies. Other examples of wellness activities may include healthy eating, walking, and
stretching.
• Example: Albany State University hosts annual Wellness Days where they offer
cooking demonstrations for nutritious foods and exercise classes.
Question 3: How can my institution use HEERF grants to connect students, faculty, and staff to
the long-term mental health and substance use care they need?
Answer: The pandemic increased stress and challenges for students, faculty, and staff who may
need additional care to recover. Even when care is available, there are often barriers that
students, faculty, and staff may face when reaching out for help. HEERF can be used to make
care more accessible to the institution’s community in support of pandemic-related recovery.
Gatekeeper training/suicide prevention training: These are programs that help the campus
community to identify students in need of mental health supports or who may be at risk
of suicide to help guide them toward helpful and effective resources. Institutions can use
HEERF grants to fund these initiatives to ensure that members from campus activities
(e.g., Residence Assistants (RAs), dining staff, professors, and students themselves) are
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trained in suicide and crisis intervention. A train-the-trainer model can provide long-term
sustainability of these efforts and maximize the number of people trained.
• Example: Davidson-Davie Community College used HEERF grants to provide
Mental Health First Aid classes and materials to over 30 faculty and staff so they
could improve their mental health literacy, increase their intentions to help, and
avoid unintentional outcomes for students with mental disorder and substance use
symptoms.
• Example: Denison University trained all “front-line” staff in dining services and
facilities staff in gatekeeping approaches and trained over 300 students and over
200 faculty and staff in suicide prevention. Institutions have multiple training
program options they may choose from to meet their needs.
Peer Support Programs: Some students feel more comfortable speaking with their peers
than with a licensed practitioner. HEERF grants can be used for student training and
certification in peer support practices.
• Example: Boston College offers peer support programs with students trained in
providing assistance to other students and connecting those at-risk with the
counseling center and crisis hotlines.
Call/Text Hotline: HEERF grants can be used to set up a support and crisis phone line
staffed by either professionals or trained students. A student staffed hotline built through
a train-the-trainer model has the potential to provide a sustainable solution to long-term,
peer-led suicide prevention efforts.
• Example: The State University of New York (SUNY) at Albany runs the Middle
Earth Peer Assistance Program where students are trained to be hotline assistants.
Trained student volunteers staff a hotline for others to call when they are having
mental health concerns or need to talk.
Screening, Brief Intervention, and Referral to Treatment (SBIRT): SBIRT trainings are
the process of early intervention and treatment to those with substance use disorders and
those at risk of developing these disorders. SBIRT assesses the severity of the substance
use, provides brief interventions for individuals who report a risky level of use, even if it
does not meet the clinical definition of a disorder and supports referral to treatment for
those identified as needing treatment for substance use.
• Example: Fairfield University identified services available to assist students who
were dealing with substance use problems, and students can request to receive
bystander training.
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Question 4: How can my institution use HEERF grants to create long-lasting mental health and
substance use support for students, faculty, and staff?
Answer: Mental health is a campus-wide issue that can affect all students, faculty, and staff. The
responsibility for campus mental health does not just lie with the institution’s counseling center,
resources should reach all aspects of campus life to create a culture of care on campus. HEERF
grants can be used to provide short-term supports for students as an initial investment, as well as
for long-term planning, where these efforts are part of the institution’s response to supporting its
community in response to the effects of the pandemic. Examples include, but are not limited to:
Suicide Prevention Coordinating Committee: A suicide prevention coordinating
committee is a public health model that tasks a committee with developing a
comprehensive suicide prevention, intervention, and postvention effort. The effort
typically includes a response protocol for mental health professionals and other campus
members to follow when working with students who are experiencing serious thoughts of
suicide. An institution can use HEERF grants to establish a coordinating committee that
may last past the expiration of HEERF grant awards. Additional suicide prevention
resources are available from the Suicide Prevention Resource Center.
• Example: North Carolina Central University created a suicide prevention
coordinating committee. The committee has worked to develop on-campus
resources and a suicide response plan.
Task force: Although HEERF grants are a one-time infusion of funds, initial investments
in high-impact mental health projects can be made now. Ongoing support after initial
success with HEERF grants will be provided through philanthropic efforts, local
partnerships, or other funding sources. For example, HEERF grants can be used to pay
for staff or contractor work to coordinate, plan, or implement services that continue to
support student, faculty, and staff mental health throughout the pandemic and beyond.
Such uses may include identifying and filling gaps in existing services, conducting needs
assessment surveys, coordinating a cross-institution task force to better serve
community’s needs, developing a long-term plan to establish a counseling center and
training and hiring long-term staff focused on supporting mental health and substance use
disorders.
• Example: University System of Georgia created a systemwide task force to
develop a comprehensive plan for long-term solutions to address mental health
challenges and provide mental health services at their institutions.
Special Interest Populations and Group Resources: Students from underserved or
marginalized groups and communities without exposure to those with similar
backgrounds may can face additional challenges, including exposure to students with
similar backgrounds who lack support or connection from those who do not have their
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shared lived experiences. Recognizing that students have similar and different life
experiences is an important way for students to feel supported. HEERF grants can be
used to establish centers open to all students on campus that are designed to support these
students, as well as hire and train campus professionals who will assist students and
provide long-term support systems for resilience.
• Example: University of Alabama provides centers for students from underserved
or marginalized groups and communities, open for all students, including a Safe
Zone for LGBTQ+ students, a Collegiate Recovery and Intervention Services
Center for students with substance use disorders, and a Women and Gender
Resource Center for students who are survivors of violence.
Question 5: Can institutions use HEERF grants to invest in basic needs support?
Answer: Yes. Lack of basic needs is a major contributing factor to poor mental health. Grantees
can use HEERF grants to provide for basic needs, such as childcare, food, housing,
transportation, and health care, where these have been affected by the COVID-19 pandemic.
Greater support services can help underserved students navigate the pandemic. For more
guidance, please see the Basic Needs FAQ.
Question 6: How do grantees report using HEERF grants for mental health resources?
Answer: As grantees may already be doing, grantees should report their use of HEERF grants
for mental health and substance use disorders in quarterly and annual reports in the appropriate
section of the Quarterly Budget and Expenditure Reporting Form, which may be found here. The
form’s existing budget categories cover an array of possible uses, but if there is no clear section
under which to record a particular use of funds, please use the section “Other uses of (a)(1)
Institutional Portion funds,” and enter information regarding how your institution is helping to
meet the mental health and substance use disorders needs of students, faculty, and staff.
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If you need suicide or mental health-related crisis support, or are worried about someone else, please
call or text 1-800-273-8255 or visit the National Suicide Prevention Lifeline’s chat to connect with a
trained crisis counselor. After July 16, 2022, you may simply dial or text 988.
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