BILL ANALYSIS                                                                                                                                                                                                    Ó

                                                                  SB 330
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          SB 330 (Padilla)
          As Amended  September 3, 2013
          Majority vote 

           SENATE VOTE  :39-0  
           EDUCATION           7-0         APPROPRIATIONS      16-0        
          |Ayes:|Buchanan, Olsen, Chávez,  |Ayes:|Gatto, Harkey, Bigelow,   |
          |     |Gonzalez, Nazarian,       |     |Bocanegra, Bradford, Ian  |
          |     |Weber, Williams           |     |Calderon, Campos, Eggman, |
          |     |                          |     |Gomez, Hall, Holden,      |
          |     |                          |     |Linder, Pan, Quirk,       |
          |     |                          |     |Wagner, Weber             |
          |     |                          |     |                          |
           SUMMARY  :   Requires, when the Health Framework for Public  
          Schools is next revised, the Instructional Quality Commission  
          (IQC) to consider developing and recommending to the State Board  
          of Education (SBE) a distinct category on mental health  
          instruction to educate pupils about all aspects of mental  
          health.  Specifically,  this bill  :  

          1)Specifies that mental health instruction shall include, but is  
            not limit to, all of the following:

             a)   Reasonably designed and age-appropriate instruction on  
               the overarching themes and core principles of mental  

             b)   Defining common mental health challenges such as  
               depression, suicidal thoughts and behaviors, schizophrenia,  
               bipolar disorder, eating disorders, and anxiety, including  
               post-traumatic stress disorder.

             c)   Elucidating the services and supports that effectively  
               help individuals manage mental health challenges.

             d)   Promoting mental health wellness, which includes  
               positive development, social connectedness and supportive  
               relationships, resiliency, problem solving skills, coping  


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               skills, self-esteem, and a positive school and home  
               environment in which pupils feel comfortable.

             e)   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; and, specifies this should  
               include instruction on both of the following:

               i)     How to appropriately seek and find assistance from  
                 mental health professionals and services within the  
                 school district and in the community for themselves or  

               ii)    Appropriate evidence-based research and practices  
                 that are proven to help overcome mental health  

             f)   The connection and importance of mental health to  
               overall health and academic success as well as to  
               co-occurring conditions, such as chronic physical  
               conditions and chemical dependence and substance abuse.

             g)   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.

             h)   Stigma surrounding mental health challenges and what can  
               be done to overcome stigma, increase awareness, and promote  
               acceptance; and, specifies 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.

          2)Specifies that in the normal course of recommending curriculum  
            frameworks to the SBE, the IQC shall ensure that one or more  
            experts in the mental health and education fields provides  
            input in the development of the mental health instruction in  
            the health framework; and, specifies that it is the intent of  
            the Legislature that the IQC seek experts in the mental health  
            and education fields, including, but not limited to,  


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            stakeholders 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.

          3)Specifies that this measure does not require or authorize the  
            Instructional Quality Commission to recommend new health  
            education content standards.

          4)Makes findings and declarations of the Legislature relating to  
            the importance of mental health awareness; and, that all  
            California kindergarten and grades 1 to 12, inclusive, pupils  
            have the opportunity to benefit from a comprehensive mental  
            health education curriculum.

           EXISTING LAW  :

          1)Declares Legislative intent that an adequate health education  
            program in the public schools is essential to continued  
            progress and improvement in the quality of public health in  
            this state and that comprehensive health education, taught by  
            properly trained person, is effective in the prevention of  
            disease and disability.  (Education code 51881)

          2)Defines "comprehensive health education programs" as all  
            educational programs offered in kindergarten and grades 1 to  
            12 in the public school system designed to ensure that pupils  
            will receive instruction to aid them in making decisions in  
            matters of personal, family, and community health.  (Education  
            code 51890)

          3)Requires the State Board of Education to adopt content  
            standards in the curriculum area of health education, based on  
            the recommendations of the Superintendent of Public  
            Instruction.  (Education code 51210.8)

           FISCAL EFFECT  :  According to the Assembly Appropriations  
          Committee General Fund (GF) administrative costs, likely less  
          than $50,000 to add a mental health expert to an IQC curriculum  
          panel, as specified.  These costs would be in addition to the  
          base GF costs the IQC incurs for developing the health  
          curriculum framework.


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           COMMENTS  :  

           Health Education Standards  .  California curriculum is based on  
          content standards.  The State Board of Education (SBE) adopted  
          Health Education Contend Standards for California Public  
          Schools, Kindergarten Through Grade Twelve on March 12, 2008.   
          The curriculum frameworks are guidelines of implementing the  
          adopted standards.  The health curriculum framework was  
          scheduled to be revised to align it to the 2008 health standards  
          but due to the fiscal situation in the state and resulting  
          budget actions, the development of curriculum frameworks and  
          adoption of instructional materials has been suspended until the  
          2015-16 school year.  AB 2 X4 (Evans), Chapter 2, Statutes of  
          2009-10, prohibits the SBE from adopting or following any of the  
          procedures to adopt instructional materials, including following  
          the procedures related to framework development, through the  
          2012-13 school year.  SB 70 (Budget Committee) Chapter 7,  
          Statutes of 2011, extends this prohibition to the 2015-16 school  
          year.  The revision and adoption of a health framework may be  
          several years away given the existing fiscal challenges.  

          Despite the delay in the adoption of a health framework, the  
          Assembly should consider whether it is important to include  
          mental health education in the next revision of the health  
          framework.  California does not require the completion of a  
          health course as a condition for graduation from high school.   
          Districts are authorized to offer health education courses to  
          students and may require students to complete health education  
          coursework as a district graduation requirement.  

          As indicated by the Senate Appropriations Committee analysis,  
          the adopted standards for health education already include  
          references to mental health.  Within these standards, "Mental,  
          Emotional and Social Health" is one of six emphases across the  
          grade levels.  For example, in grades 7-12, the standards call  
          for instruction in describing the "importance of recognizing  
          signs of disordered eating and other common mental health  
          conditions" and analyzing the "signs of depression, potential  
          suicide, and other self-destructive behaviors."

          A number of bills have been introduced this year proposing to  
          require instruction include a specific topic.  The Assembly  


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          should consider the extent to which specific content should be  
          developed through statutory incorporation versus through the  
          Instructional Quality Commission (IQC) process.  The IQC is an  
          18-member commission consisting of one member of the Assembly,  
          one member of the Senate, and 16 public members.  At least seven  
          of the public members must have taught, written, or lectured on  
          the subject areas required for graduation.  The IQC members have  
          subject matter expertise and can balance competing demands for  
          limited instructional time.  
           New Instructional Materials  :  The Assembly should consider that  
          with the inclusion of this new topic in health education, it is  
          possible that health teachers may not have the necessary  
          experience to teach the detailed and specific topics included in  
          the bill and may need specialized training and resources.  It is  
          also unclear whether these resources already exist and how they  
          will be identified.  School districts may need to identify these  
          materials on their own.

          According to the author, mental health is important to overall  
          health, quality of life, and academic success.  Mental health  
          challenges can interfere with daily activities, school work,  
          friendships, and can result in decreased productivity, pain, and  
          suffering.  Mental health challenges touch everyone and affect  
          all age groups, races, ethnicities, and socioeconomic classes.  
          According to the National Institute of Health an estimated one  
          in five children and one in four adults live with some sort of  
          mental health challenge.  In total, close to 50% of all  
          Americans will experience a mental health challenge over their  
          lifetime.  This doesn't include those affected by the mental  
          health challenges of close friends and family.  Education is one  
          of the best ways to increase awareness and treatment, and reduce  
          the stigma associated with mental health challenges.   
          California's public education system is one of the most  
          effective means to provide each child with an opportunity to  
          acquire knowledge about mental health issues.  Current code  
          provides minimal, almost no, guidelines on what mental health  
          topics should be included in the state's comprehensive health  
          education programs.  This bill puts into code specific issues  
          the state should consider including on mental health in its  
          education framework.  

           Analysis Prepared by  :    Chelsea Kelley / ED. / (916) 319-2087


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