The paper analyzes migrant education in Arizona. For the purposes of this paper, migrant students are children of farm workers. The paper analyzes the challenges this student demographic faces in obtaining an education. Included is also a bill proposal for the Arizona State Legislature to enact. The bill proposes that there be a migrant scholarship program for students attending a university in the Arizona Board of Regents.

This thesis first examines the history and contemporary landscape of school mental health, offering evidence for schools as an essential component of the child and adolescent system of care. It then provides contemporary discussion around the importance of design in public administration, as well as analyzes the current design model of school-based mental health services, including key actors, normative assumptions, and underlying conceptual models to demonstrate the outdated presumptions that have led to a model that is not designed to adapt to the unique needs of students, especially after the COVID-19 pandemic. Building on contemporary theory of design in public administration, I argue that the largely fragmented, decentralized, bureaucratic, complex, and underdeveloped design of school-based mental health services mainly developed in the 1970s and 1980s has reached its limits and cannot adapt to new societal variables. Lastly, I discuss said limitations of this model to argue for a conceptual and practical re-design of the current system of school-based mental health systems in the United States.

This thesis aimed to create a curriculum for college students to increase their health insurance literacy and to evaluate the impact of the curriculum on participants' confidence. The curriculum for college students consisted of pre-recorded presentation slides covering six health insurance topics, pre- and post-tests, and evaluation questions. Canvas was used to house the curriculum. At the time of evaluation, a total of 12 participants had completed all aspects of the curriculum. The curriculum was evaluated through questions provided at the end of each module. It was found that participants felt the curriculum to be clear and helpful. Moreover, participants reported an increase in confidence, decreased confusion, and were interested in learning more about health insurance such as enrollment. Both the creation of a curriculum and the impact on participants' confidence was successful. At a later point in time, an analysis of the pre- and post-tests will be assessed to determine if the curriculum was effective at increasing health insurance literacy.