BILL NUMBER: SB 330 AMENDED
BILL TEXT
AMENDED IN ASSEMBLY SEPTEMBER 3, 2013
AMENDED IN ASSEMBLY AUGUST 6, 2013
AMENDED IN ASSEMBLY JUNE 18, 2013
AMENDED IN SENATE MAY 28, 2013
AMENDED IN SENATE MAY 8, 2013
AMENDED IN SENATE APRIL 1, 2013
INTRODUCED BY Senator Padilla
(Coauthors: Senators Beall and Gaines)
(Coauthor: Assembly Member Maienschein)
FEBRUARY 19, 2013
An act to add Section 51900.5 to the Education Code, relating to
pupil instruction.
LEGISLATIVE COUNSEL'S DIGEST
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 consider developing, and recommending 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 review information and
programs from other states and countries, and to convene
stakeholders commission to ensure that one or more
experts in the mental health and educational fields,
as provided, to provide fields provides input
for in the development of the mental
health instruction in the health framework. Commencing with
the 2013-14 school year, the bill would authorize a school district
to provide to pupils in any grades mental health instruction.
framework, as provided.
Vote: majority. Appropriation: no. Fiscal committee: yes.
State-mandated local program: no.
THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:
SECTION 1. The Legislature finds and declares all of the
following:
(a) Mental health is critical to overall health, well-being, and
academic success.
(b) Mental health challenges affect all age groups, races,
ethnicities, and socioeconomic classes.
(c) Millions of Californians, including at least one in five
youths, live with mental health challenges. Millions more are
affected by the mental health challenges of someone else, such as a
close friend or family member.
(d) Mental health education is one of the best ways to increase
awareness and the seeking of help, while reducing the stigma
associated with mental health challenges. The public education system
is the most efficient and effective setting for providing this
education to all children and youth. Therefore, it is the intent of
the Legislature to ensure that all California kindergarten and grades
1 to 12, inclusive, pupils have the opportunity to benefit from a
comprehensive mental health education curriculum.
SEC. 2. Section 51900.5 is added to the Education Code, to read:
51900.5. (a) During the next revision of the publication "Health
Framework for California Public Schools" (health framework), the
Instructional Quality Commission shall consider developing, and
recommending for adoption by the state board, a distinct category on
mental health instruction to educate pupils about all aspects of
mental health.
(b) As used in this section, "mental health instruction" shall
include, but not be limited to, all of the following:
(1) Reasonably designed and age-appropriate instruction on the
overarching themes and core principles of mental health.
(2) Defining common mental health challenges such as depression,
suicidal thoughts and behaviors, schizophrenia, bipolar disorder,
eating disorders, and anxiety, including post-traumatic stress
disorder.
(3) Elucidating the services and supports that effectively help
individuals manage mental health challenges.
(4) Promoting mental health wellness, which includes positive
development, social connectedness and supportive relationships,
resiliency, problem solving skills, coping skills, self-esteem, and a
positive school and home environment in which pupils feel
comfortable.
(5) Ability to identify warning signs of common mental health
problems in order to promote awareness and early intervention so
pupils know to take action before a situation turns into a crisis.
This should include instruction on both of the following:
(A) How to appropriately seek and find assistance from mental
health professionals and services within the school district and in
the community for themselves or others.
(B) Appropriate evidence-based research and practices that are
proven to help overcome mental health challenges.
(6) The connection and importance of mental health to overall
health and academic success as well as to cooccurring conditions,
such as chronic physical conditions and chemical dependence and
substance abuse.
(7) Awareness and appreciation about the prevalence of mental
health challenges across all populations, races, ethnicities, and
socioeconomic statuses, including the impact of culture on the
experience and treatment of mental health challenges.
(8) Stigma surrounding mental health challenges and what can be
done to overcome stigma, increase awareness, and promote acceptance.
This shall include, to the extent possible, classroom presentations
of narratives by peers and other individuals who have experienced
mental health challenges, and how they coped with their situations,
including how they sought help and acceptance.
(c) The department shall review information and programs
from other states and countries, and shall convene stakeholders in
the mental health and educational fields, including, but not limited
to, stakeholders In the normal course of
recommending curriculum frameworks to the state board, as required by
Section 60204, the Instructional Quality Commission shall ensure
that one or more experts in the mental health and educational fields
provides input in the development of the mental health instruction in
the health framework. It is the intent of the Legislature that the
Instructional Quality Commission seek experts from
culturally, racially, and ethnically diverse communities,
representatives from all mental health professions, teachers,
counselors, parents, those involved in promoting mental wellness, and
those living with a mental health challenge and their
families, to provide input for the development of the mental health
instruction in the health framework. At least one-half of the
stakeholders convened shall be current elementary and secondary
classroom teachers. families.
(d) Commencing with the 2013-14 school year, a school district may
provide pupils in any grades mental health instruction as described
in this section.
(e)
(d) This section does not require or authorize the
Instructional Quality Commission to recommend new health education
content standards.