Tag: school

Incorporating AI to Address Mental Health Challenges in K-12 Students

The National Institute of Mental Health reported that 16.32% of youth (aged 12-17) in the District of Columbia (DC) experience at least one major depressive episode (MDE).
Although the prevalence of youth with MDE in DC is lower compared to some states, such as Oregon (where it reached 21.13%), it is important to address mental health challenges in youth early, as untreated mental health challenges can persist into adulthood. Further, the number of youths with MDE climbs nationally each year, including last year when it rose by almost 2% to approximately 300,000 youth.

It is important to note that there are programs specifically designed to help and treat youth that have experienced trauma and are living with mental health challenges. In DC, several mental health services and professional counseling services are available to residents. Most importantly, there is a broad reaching school-based mental health program that aims to provide a behavioral health expert in every school building. Additionally, on the DC government’s website, there is a list of mental health services programs available, which can be found here.

In conjunction with the mental health programs, early identification of students at risk for suicide, self-harm, and behavioral issues can help states, including DC, ensure access to mental health care and support for these young individuals. In response to the widespread youth mental health crisis, K-12 schools are employing the use of artificial intelligence (AI)-based tools to identify students at risk for suicide and self-harm. Through AI-based suicide risk monitoring, natural language processing, sentiment analysis, predictive models, early intervention, and surveillance and evaluation, AI is playing a crucial role in addressing the mental challenges faced by youth.

AI systems, developed by companies like Bark, Gaggle, and GoGuardian, aim to monitor students’ digital footprint through various data inputs, such as online interactions and behavioral patterns, for signs of distress or risk. These programs identify students who may be at risk for self-harm or suicide and alert the school and parents accordingly.

Proposals for using AI models to enhance mental health surveillance in school settings by implementing chat boxes to interact with students are being introduced. The chat box conversation logs serve as the source of raw data for the machine learning. According to Using AI for Mental Health Analysis and Prediction in School Surveys, existing survey results evaluated by health experts can be used to create a test dataset to validate the machine learning models. Supervised learning can then be deployed to classify specific behaviors and mental health patterns. However, there are concerns about how these programs work and what safeguards the companies have in place to protect youths’ data from being sold to other platforms. Additionally, there are concerns about whether these companies are complying with relevant laws (e.g., the Family Educational Rights and Privacy Act [FERPA]).

The University of Michigan identified AI technologies, such as natural language processing (NLP) and sentiment analysis, that can analyze user interactions, such as posts and comments, to identify signs of distress, anxiety, or depression. For example, Breathhh is an AI-powered Chrome extension designed to automatically deliver mental health exercises based on an individual’s web activity and online behaviors. By monitoring and analyzing the user’s interactions, the application can determine appropriate moments to present stress-relieving practices and strategies. Applications, like Breathhh, are just one example of personalized interventions designed by monitoring user interaction.

When using AI to address mental health concerns among K-12 students, policy implications must be carefully considered.

First, developers must obtain informed consent from students, parents, guardians, and all stakeholders before deploying such AI models. The use of AI models is always a topic of concern for policymakers because of the privacy concerns that come with it. To safely deploy AI models, there needs to be privacy protection policies in place to safeguard sensitive information from being improperly used. There is no comprehensive legislation that addresses those concerns either nationally or locally.
Second, developers also need to consider and factor in any bias engrained in their algorithm through data testing and regular monitoring of data output before it reaches the user. AI has the ability to detect early signs of mental health challenges. However, without such proper safeguards in place, we risk failing to protect students from being disproportionately impacted. When collected data reflects biases, it can lead to unfair treatment of certain groups. For youth, this can result in feelings of marginalization and adversely affect their mental health.
Effective policy considerations should encourage the use of AI models that will provide interpretable results, and policymakers need to understand how these decisions are made. Policies should outline how schools will respond to alerts generated by the system. A standard of care needs to be universally recognized, whether it be through policy or the companies’ internal safeguards. This standard of care should outline guidelines that address situations in which AI data output conflicts with human judgment.

Responsible AI implementation can enhance student well-being, but it requires careful evaluation to ensure students’ data is protected from potential harm. Moving forward, school leaders, policymakers, and technology developers need to consider the benefits and risks of AI-based mental health monitoring programs. Balancing the intended benefits while mitigating potential harms is crucial for student well-being.

© 2024 ArentFox Schiff LLP
by: David P. Grosso, Starshine S. Chun of ArentFox Schiff LLP

For more news on Artificial Intelligence and Mental Health, visit the NLR Communications, Media & Internet section.

School Law & Legislative Update: New Laws In Effect 2024

Act 24 of 2023:

Effective 11/06/2023. Adds Section 1302.1 to the Public School Code entitled “Military Child Advance Enrollment” to require schools to develop a policy on enrollment of students to allow a child whose parent or guardian is an active duty member of the armed forces and has received orders to transfer into or within the Commonwealth of Pennsylvania to enroll in the school district prior to establishing residency for purposes of Section 1302 upon providing a copy of the official military orders and proof of the parent/guardian’s intention to move into the school district. This proof may include a signed contract to purchase a home, a signed lease, or statement from the parent/guardian stating their intention to move into the school district.

Act 26 of 2023:

Effective 01/05/2024. Repeals section 1112 of the Public School Code that prohibits teachers from wearing any dress, mark emblem or insignia indicative of their faith or denomination. This Act was passed on November 6, 2023 and is effective in 60 days.

Act 33 of 2023:

Effective 12/13/2023. Omnibus amendments to the Public School Code of 1949 including the following provisions:

Read the entirety of Act 33 here.

HIGHLIGHTS INCLUDE:

• Added a new Article XII-B entitled “Educator Pipeline Support Grant Program.” This is a new program within the Pennsylvania Higher Education Assistance Agency (PHEAA) to awards grants to individuals who are seeking placement as student teachers. Ten million dollars is available for implementation of the program, and the minimum grant available to a student teacher is $10,000. An additional minimum grant of $5,000 is available to a student teacher who is student teaching in a school entity in an area that “attracts few student teachers” or that “has a high rate of open teaching positions.” In addition to the student teacher receiving a grant payment, the student teacher’s cooperating teacher shall also receive a minimum grant of $2,500, unless the cooperating teacher receives compensation from an institution of higher education for servicing as a cooperating teacher.

• Section 1302-C (relating to school safety) is amended to now require that when a school police officer is appointed by a court, the court order must be submitted to the School Safety and Security Committee established under Section 1302-B. In addition, a school that has previously applied to court to appoint a person to act as a school police officer prior to the effective date of this subsection is required, within 120 days of the effective date of this subsection, submit a copy of the court order relating to the appointment of each school police officer to the committee. This subsection takes effect immediately.

• Adding a new Article XXVI-L entitled “School environmental Repairs Program,” to provide for a restricted account in the Commonwealth general fund to provide grants for the abatement or remediation of environmental hazards in school buildings; PDE is to develop an application process for schools to apply for the grants; eligible projects include abatement or remediation of lead in water sources, asbestos and mold inside the school building; the school must have a local match of at least 50% of the total cost of all the projects listed in its application; the local match may come from any non-state source funding, including federal and local donations, and the local match must be documented as part of the application.

Act 35 of 2023:

Effective 12/13/2023. Omnibus amendments to the Public School Code of 1949 including the following:

Read the entirety of Act 35 here.

HIGHLIGHTS INCLUDE:

• Section 130 is added to include a new section entitled “Public Job Posting Database” which is a public database to be established and maintained by PDE for both public and nonpublic schools to voluntarily advertise job vacancies.

• Section 131 is added to include a requirement that school entities, which includes charter schools, to submit information about instructional vacancies to PDE by August 31, 2024. The information required to be submitted includes the total budgeted number of instructional employees and vacancies included in the final adopted budget; and the quarterly average number of instructional vacancies had by the school during the school year. This information is to be posted on PDE’s website.

Act 52 of 2023:

Effective 12/14/2023 (see note about retroactivity). Adds a new Section 1525.1 to the Public School Code of 1949 entitled “Calculation of Average Daily Membership for a Dual Credit Course.” This section provides that a high school student who is enrolled in a dual credit course may be included in the school entity’s average daily membership.
This section shall apply retroactively to July 1, 2023.

Act 55 of 2023:

Effective 02/12/2024. Amends Section 1403 of the Public School Code of 1949 to provide for dental screenings by a school dentist or public health dental hygiene practitioner (previously only permitted dental examinations by a dentist).

Act 56 of 2023:

Effective 12/14/2023. Adds a new Section 103 to the Public School Code of 1949 entitled “Minimum Number of Days or Hours.” Provides that beginning in the 2023-2024 school year, a school entity is required to provide a minimum of 180 days or instruction OR 900 hours of instruction at the elementary level or nine hundred ninety (990) hours of instruction at the secondary level. This section does not preempt or supersede a collective bargaining agreement that was entered into prior to the effective date of this section. This Act is effective immediately. (Previously the requirement was 180 days AND the hours requirement). Note, However, That This Section Appears To Not Be Applicable To Charter Schools.

©2024 Strassburger McKenna Gutnick & Gefsky
For more news on 2024 Updates to the Public School Code, visit the NLR Public Education & Services section.

School is Almost Out and Summer Interns are (Still) In

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With the Memorial Day weekend approaching, many people are looking forward to hitting the beach, firing up the grill and polishing off their golf clubs, which are, for many Northeasterners, covered in cobwebs after this long winter. For employers, summer often means the arrival of (potentially unpaid) interns.

We have written before about the recent wave of high-profile wage and hour class actions lawsuits from interns. Last week, just in time for the arrival of the newest batch of summer interns, a New York federal judge conditionally certified an FLSA class of approximately 3,000 interns of Warner Music Group who were allegedly misclassified as exempt from minimum wage and overtime requirements. The recent litigation has also prompted new legislation to protect interns, including a New York City law aimed at ensuring that unpaid interns will have the right to sue if they are harassed or discriminated against by an employer.

Still, many companies cannot resist the temptation of free or relatively cheap temporary labor, and, in a still-rebounding economy, job-seekers continue to look to internships to build their resumes and gain experience. So, what can a company do in order to ensure a smooth, issue-free summer with its interns?

  • The first and most obvious answer is to treat interns as temporary employees. Have interns track time like any other non-exempt employees. Pay them at least minimum wage for all hours worked and overtime for any hours worked over 40 per week (assuming they do not meet some exemption from the minimum wage and overtime laws). Comply with all state laws regarding working and meal breaks. This approach will alleviate the vast majority of legal issues with respect to employing summer interns.
  • Require interns to attend the same non-discrimination, non-harassment trainings as other employees. Draft job descriptions for interns and set appropriate expectations for the program. Have clear policies, including a policy regarding expected conduct at work-related social events, which interns are required to review and acknowledge in writing.
  • If you decide against paying interns, you should carefully review intern program to ensure that it is legally compliant with appropriate wage and hour laws. In order for an intern to be legally unpaid under federal law:
  1. The intern experience must be similar to training given in an educational environment;
  2. The internship must be for the benefit of the intern (meaning they gain tangible training, experience, etc.);
  3. Interns may not displace or supplant regular employees, or perform duties traditionally rendered by regular employees;
  4. The company must not get any immediate advantage from the intern’s activities;
  5. The intern must not be entitled to a job at the end of the internship; and
  6. The company and the intern should have a written agreement (or an understanding at the absolute minimum) that the intern is not entitled to receive remuneration for his/her work.

According to the Department of Labor, if any one of these criteria is not met the company must pay the intern for all time worked. Some states have their own laws regarding interns, so make sure you are in compliance with those laws as well.

If your summer intern program begins soon after Memorial Day, now is the time to review you policies. A little bit of preparation can ensure a sunny summer for all.

Article By:

Jillian M. Collins
Of:
Mintz, Levin, Cohn, Ferris, Glovsky and Popeo, P.C.