BILL ANALYSIS �
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UNFINISHED BUSINESS
Bill No: SB 330
Author: Padilla (D), et al.
Amended: 9/3/13
Vote: 21
SENATE EDUCATION COMMITTEE : 9-0, 5/1/13
AYES: Liu, Wyland, Block, Correa, Hancock, Hueso, Huff, Jackson,
Monning
SENATE APPROPRIATIONS COMMITTEE : 7-0, 5/23/13
AYES: De Le�n, Walters, Gaines, Hill, Lara, Padilla, Steinberg
SENATE FLOOR : 39-0, 5/29/13
AYES: Anderson, Beall, Berryhill, Block, Calderon, Cannella,
Corbett, Correa, De Le�n, DeSaulnier, Emmerson, Evans, Fuller,
Gaines, Galgiani, Hancock, Hernandez, Hill, Hueso, Huff,
Jackson, Knight, Lara, Leno, Lieu, Liu, Monning, Nielsen,
Padilla, Pavley, Price, Roth, Steinberg, Torres, Walters,
Wolk, Wright, Wyland, Yee
NO VOTE RECORDED: Vacancy
ASSEMBLY FLOOR : 76-0, 9/9/13 - See last page for vote
SUBJECT : Health framework: pupil mental health instruction
SOURCE : Author
DIGEST : This bill requires, when the Health Framework for
Public Schools is next revised, the Instructional Quality
Commission (IQC) to consider developing and recommending to the
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State Board of Education (SBE) a distinct category on mental
health instruction to educate pupils about all aspects of mental
health.
Assembly Amendments (1) add language that requires the IQC to
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, as provided;
(2) add language that in the course of recommending curriculum
frameworks to the SBE, the IQC 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, as specified; and (3) delete language that
requires the California Department of Education (CDE) to convene
stakeholders in the mental health and educational fields, to
provide input for the development of the mental health
instruction in the health framework; delete language requiring
CDE to review information and programs from other states and
countries and language commencing with the 2013-14 school year,
authorizing a school district to provide to pupils in any grades
mental health instruction, and not require or authorizing the
IQC to recommend new health education content standards, as
specified.
ANALYSIS : Academic content standards define the knowledge,
concepts, and skills that pupils should acquire at each grade
level (the "what"). Curricular frameworks are the blueprint for
implementing the standards, and include criteria by which
instructional materials are evaluated (the "how").
The processes for reviewing frameworks and adopting
instructional materials have been suspended since July 28, 2009.
The SBE is specifically prohibited from reviewing frameworks
and adopting instructional materials until the 2015-16 school
year.
The role of the IQC is to recommend curriculum frameworks to the
SBE, develop criteria for evaluating instructional materials,
study, evaluate and recommend to the SBE instructional materials
for adoption, make recommendations to the SBE regarding the use
of frameworks and model curriculum and alignment with the
academic content standards.
The health framework was last adopted in 2003, and was in the
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process of being revised when the statutory (and budgetary)
suspension of that process took effect in July 2009. Adoption
of the revised health framework was projected for March 2011.
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
health.
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
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:
(1) 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.
(2) Appropriate evidence-based research and practices
that are proven to help overcome mental health
challenges.
A. The connection and importance of mental health to
overall health and academic success as well as to
co-occurring conditions, such as chronic physical
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conditions and chemical dependence and substance abuse.
B. 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.
C. 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.
1.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,
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.
2.Specifies that this bill does not require or authorize the IQC
to recommend new health education content standards.
3.Makes findings and declarations of the Legislature relating to
the importance of mental health awareness; and, that all
California kindergarten and grades one to 12, inclusive,
pupils have the opportunity to benefit from a comprehensive
mental health education curriculum.
Comments
According to the Senate Education Committee analysis:
The health framework appears to contain very little
information relative to mental health and does not appear
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to include grade-specific expectations. This bill requires
the creation of a distinct category on mental health within
the health framework.
The State Board of Education is prohibited from reviewing
frameworks until fall 2015 at the earliest. The health
framework was last adopted in 2003, and was in the process
of being revised when the statutory (and budgetary)
suspension of that process took effect in July 2009.
Adoption of the revised health framework was projected for
March 2011.
There does not appear to be a specific plan for the
resumption of the process of reviewing and updating
curricular frameworks. Assuming the prior schedule is
resumed as it was upon suspension and frameworks for
history-social science and science are completed first, the
health framework would likely be revisited in 2018 at the
earliest.
Prior Legislation
AB 739 (Lowenthal, 2011) would have required the SBE and the
Curriculum Development and Supplemental Materials Commission to
include suicide prevention and mental illness awareness
instruction in the health education curriculum framework for
grades 7th and 8th. AB 739 was held on the Assembly
Appropriations Committee's suspense file.
FISCAL EFFECT : Appropriation: No Fiscal Com.: Yes
Local: No
According to the Senate Appropriations Committee:
Mental health inclusion in health framework: Potential costs
of $140,000, depending on whether this bill intends to update
the framework based on current Health Standards for Mental
Health, or whether it intends to reopen the Health Standards
to update or expand them further.
Stakeholder work group: Potentially significant costs. The
CDE estimates $80,000 in costs to convene the specified
stakeholders to provide input for the framework.
SUPPORT : (Verified 5/28/13)(unable to reverify at time of
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writing)
Association of California School Administrators
California Association of Marriage and Family Therapists
California Association of School Psychologists
California Association of School Social Workers
California Medical Association
California Mental Health Directors Association
California Psychological Association
California School Health Centers Association
California State PTA
Disability Rights California
EMQ FamiliesFirst
Long Beach Unified School District
Los Angeles County Office of Education
Los Angeles Unified School District
Mental Health America of California
National Alliance on Mental Illness
National Alliance on Mental Illness, California Chapter
ARGUMENTS IN SUPPORT : According to the author, "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. 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."
ASSEMBLY FLOOR : 76-0, 9/9/13
AYES: Achadjian, Alejo, Allen, Ammiano, Atkins, Bigelow, Bloom,
Bocanegra, Bonilla, Bonta, Bradford, Brown, Buchanan, Ian
Calderon, Campos, Chau, Ch�vez, Chesbro, Conway, Cooley,
Dahle, Daly, Dickinson, Eggman, Fong, Fox, Frazier, Beth
Gaines, Garcia, Gatto, Gomez, Gonzalez, Gordon, Gorell, Gray,
Grove, Hagman, Hall, Harkey, Roger Hern�ndez, Holden, Jones,
Jones-Sawyer, Levine, Linder, Logue, Lowenthal, Maienschein,
Medina, Melendez, Mitchell, Morrell, Mullin, Muratsuchi,
Nazarian, Nestande, Olsen, Pan, Patterson, Perea, V. Manuel
P�rez, Quirk, Quirk-Silva, Rendon, Salas, Skinner, Stone,
Ting, Wagner, Waldron, Weber, Wieckowski, Wilk, Williams,
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Yamada, John A. P�rez
NO VOTE RECORDED: Donnelly, Mansoor, Vacancy, Vacancy
PQ:ej 9/9/13 Senate Floor Analyses
SUPPORT/OPPOSITION: SEE ABOVE
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