SB 330, as amended, Padilla. Pupil instruction: health framework: mental health instruction.
Existing law requires the State Department of Education to prepare and distribute to school districts guidelines for the preparation of comprehensive health education plans, and requires approval of district plans to be made in accordance with rules and regulations adopted by the State Board of Education. Existing law also establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the state board.
This bill would require, during the next revision of the publication “Health Framework for California Public Schools,” the commission to develop, and recommend for adoption by the state board, a distinct category on mental health instruction, as described, to educate pupils about all aspects of mental health. The bill would require the department to convene stakeholders in the mental health and educational fields, as provided, to provide input for the development of the mental health instruction in the health framework. The bill would require the department to review information and programs from other states and countries. Commencing with the 2013-14 school year, the bill would authorize a school district to provide to pupils in any grades mental health instruction.
Vote: majority. Appropriation: no. Fiscal committee: yes. State-mandated local program: no.
The people of the State of California do enact as follows:
The Legislature finds and declares all of the
2following:
3(a) Mental health is critical to overall health, well-being, and
4academic success.
5(b) Mental health challenges affect all age groups, races,
6ethnicities, and socioeconomic classes.
7(c) Millions of Californians, including at least one in five youths,
8live with mental health challenges. Millions more are affected by
9the mental health challenges of someone else, such as a close friend
10or family member.
11(d) Mental health education is one of the best ways to increase
12awareness and the seeking of help and to reduce the stigma
13associated with mental health challenges. The public education
14system is the most efficient and effective setting for providing this
15education to all children and youth. Therefore, it is the intent of
16the Legislature to ensure that all California kindergarten and grades
171 to 12, inclusive, pupils have the opportunity to benefit from a
18comprehensive mental health education curriculum.
Section 51900.5 is added to the Education Code, to
20read:
(a) During the next revision of the publication
22“Health Framework for California Public Schools” (health
23framework), the Instructional Quality Commission shall develop,
24and recommend for adoption by the state board, a distinct category
25on mental health instruction
to educate pupils about all aspects of
26mental health.
27(b) As used in this section, “mental health instruction” shall
28include, but not be limited to, all of the following:
29(1) Reasonably designed and age-appropriate instruction on the
30overarching themes and core principles of mental health.
P3 1(2) Defining common mental health challenges such as
2depression, suicidal thoughts and behaviors, schizophrenia, bipolar
3disorder, eating disorders, and anxiety, including post-traumatic
4stress disorder.
5(3) Elucidating the services and supports that effectively help
6individuals manage mental health challenges.
7(4) Promoting mental health wellness, which includes positive
8development, social connectedness and supportive relationships,
9resiliency, problem solving skills, coping skills, self-esteem, and
10a positive school and home environment in which pupils feel
11comfortable.
12(5) Ability to identify warning signs of common mental health
13problems in order to promote awareness and early intervention so
14pupils know to take action before a situation turns into a crisis.
15This should include instruction on both of the following:
16(A) How to appropriately seek and find assistance from mental
17health professionals and services within the school district and in
18the community for themselves or others.
19(B) Appropriate
evidence-based research and practices that are
20proven to help overcome mental health challenges.
21(6) The connection and importance of mental health to overall
22health and academic success as well as to cooccurring conditions,
23such as chronic physical conditions and chemical dependence and
24substance abuse.
25(7) Awareness and appreciation about the prevalence of mental
26health challenges across all populations, races, ethnicities, and
27socioeconomic statuses, including the impact of culture on the
28experience and treatment of mental health challenges.
29(8) Stigma surrounding mental health challenges and what can
30be done to overcome stigma, increase awareness, and promote
31acceptance. This should include, to the extent possible,
classroom
32presentations of narratives by peers and other individuals who
33have experienced mental health challenges, and how they coped
34with their situations, including how they sought help and
35acceptance.
36(c) The department shall convene stakeholders in the mental
37health and educational fields, including, but not limited to,
38stakeholders from culturally, racially, and ethnically diverse
39communities, representatives from all mental health professions,
40teachers, parents, those involved in promoting mental wellness,
P4 1and those living with a mental health challenge and their families,
2to provide input for the development of the mental health
3instruction in the health framework. The department shall review
4information and programs from other states and countries.
5(d) Commencing with the 2013-14 school year, a school district
6may provide pupils in any grades mental health instruction as
7described in this section.
8(e) This section does not require or authorize the Instructional
9Quality Commission to recommend new health education content
10standards.
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