Bill Text: CA SB330 | 2013-2014 | Regular Session | Chaptered

California Senate Bill 330 (Prior Session Legislation)

Bill Title: Pupil instruction: health framework: mental health instruction.

Spectrum: Slight Partisan Bill (Democrat 3-1)

Status: (Passed) 2013-10-02 - Chaptered by Secretary of State. Chapter 481, Statutes of 2013. [SB330 Detail]

Download: California-2013-SB330-Chaptered.html

BILL NUMBER: SB 330	CHAPTERED
	BILL TEXT

	CHAPTER  481
	FILED WITH SECRETARY OF STATE  OCTOBER 2, 2013
	APPROVED BY GOVERNOR  OCTOBER 2, 2013
	PASSED THE SENATE  SEPTEMBER 10, 2013
	PASSED THE ASSEMBLY  SEPTEMBER 9, 2013
	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, 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 commission 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.



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) 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.
   (d) This section does not require or authorize the Instructional
Quality Commission to recommend new health education content
standards.