The crisis of behavioral health worker shortages in Iowa’s K-12 schools

Public education has long stood as a bipartisan cornerstone of democracy, committed to preparing children to become educated, contributing members of society. In Iowa, however, this once-unifying mission has become entangled in culture wars, with particularly troubling consequences for behavioral health support in Iowa’s primary and secondary schools.

Consistently ranked among the top states for pre-K-12 education, today, Iowa ranks 27th. That drop reflects deep systemic issues plaguing the state’s education system, especially regarding students’ mental and behavioral health needs.

As a licensed social worker who has served in Iowa schools and after-school programs for more than two decades, I’ve witnessed this shortage firsthand. Colleagues are stretched thin and often unavailable to help students with serious behavioral needs.

Several interrelated factors contribute to this shortage, starting with policies at both the state and federal levels. In recent years, Iowa legislators have passed a series of bills that have eroded public education by reallocating funds to private school tuition through Education Savings Accounts and increasing public school funding annually at rates that fail to keep pace with inflation and rising operational costs. It is forcing districts to make tough decisions: cut support services like counseling and social work, increase class sizes or eliminate enrichment programs like the arts.

These decisions trigger a domino effect. Larger class sizes reduce teachers’ capacity to address individual needs, and fewer counselors, psychologists and social workers mean that behavioral issues often go unmanaged or are addressed punitively rather than supportively. For students facing trauma, mental health struggles or unstable home lives, the absence of support can be devastating.

On top of financial barriers, Iowa’s political climate has become increasingly hostile toward inclusive education practices. Bills targeting LGBTQ+ students, including book bans and mandates that breach confidentiality, create ethical conflicts for social workers and counselors. These policies violate professional ethics, forcing mental health workers into impossible positions: violate their license standards, break the law or leave the profession altogether.

These measures not only hurt staff but also foster unwelcoming environments for marginalized students, increasing their risk of absenteeism, academic struggles and disruptive behavior. When underfunding, legislative interference and rising student needs force behavioral health workers to carry unsustainable caseloads, burnout becomes inevitable. The result is a self-perpetuating crisis of staff departures, worsening burnout and student outcomes. Without intervention, this cycle will only deepen, further destabilizing Iowa’s schools.

While budget cuts may seem fiscally responsible or ideologically sound to some, the reality is that these reductions often shift costs elsewhere. Without adequate in-school support, schools may push students into more expensive, less effective methods like law enforcement, the juvenile justice system or emergency rooms. Some end up in costly out-of-district or out-of-state placements, which strain public systems and divert funds from proactive, long-term solutions.

Neglecting students’ behavioral health undermines their development of essential life skills like emotional regulation, problem-solving and time-management skills that are necessary for workforce readiness and long-term success. Investing in behavioral health support within schools isn't just about education — it's about building a more capable, resilient society.

While the situation is dire, there are ways forward. Policy change begins at the ballot box by electing leaders who prioritize equitable, well-funded public education and student mental health. Additional strategies include offering student loan forgiveness to behavioral health professionals in rural and underserved areas, promoting shared service models among small districts and improving work conditions to reduce staff burnout and improve retention.

Iowa’s children deserve more than underfunded classrooms and overwhelmed educators. They deserve the behavioral health support necessary to thrive. Rebuilding that future will take bold leadership and a recommitment to public education as a public good, not a political battleground. Until then, the students and the workers trying to support them will continue to bear the burden.

Emily Donovan has more than 20 years of school social work experience in the state of Iowa and is a board-certified behavior analyst. She currently serves as the Licensed Social Work Consultant and presenter for Preferra’s Risk Management Education Program. She previously served as President of the NASW-Iowa Chapter and is an active member of the Iowa School Social Worker Association. She is a graduate of the University of Iowa.