20250AB__185197AMD INTRODUCED 2026-02-11 AMENDED_ASSEMBLY 2026-04-06 AMENDED_ASSEMBLY 2026-04-27 2025 AB AMD Introduced by Assembly Member Gipson LEAD_AUTHOR ASSEMBLY Gipson

An act to add

Section to the Education Code, relating to pupil health. pupil health Pupil health: social-emotional, behavioral, and mental health supports. Existing law requires the governing board of a school district to give diligent care to the health and physical development of pupils and authorizes the governing board of a school district to employ properly certified persons for this purpose.

Existing law requires a school of a school district or county office of education and a charter school to notify pupils and parents or guardians of pupils no less than twice during the school year on how to initiate access to available pupil mental health services on campus or in the community, or both, as provided.

This bill would require, on or before July 1, 2027, the State Department of Education to enter into a contract with one or more local educational agencies with capacity and established expertise, as provided, to serve as lead entities in providing support for the implementation of integrated, universal social-emotional learning, behavioral health, and restorative practices for pupils in kindergarten and grades to 12, inclusive.

The bill would require, on or before January 1, 2028, the lead entities, selected pursuant to a competitive process, to make available guidance, resources, and technical assistance to local educational agencies to expand the statewide implementation of integrated, universal social-emotional learning, behavioral health, and restorative practices, as provided. The bill would make the implementation of these provisions contingent upon an appropriation, as provided. MAJORITY NO YES NO NO NO NO NO NO NO NO The people of the State of California do enact as follows:

SECTION 1. The Legislature finds and declares all of the following: (

a) Social and emotional learning is a critical component of student well-being, academic success, and long-term public safety. (

b) The California Department of Education has established “California’s Social and Emotional Learning Guiding Principles” that emphasize trauma-informed, evidence-based approaches to teaching and learning. (

c) Tier supports, including universal prevention, early intervention, and positive behavioral strategies, are effective in promoting mental health and reducing later system involvement. (

d) Schools are uniquely positioned to provide consistent, preventive supports to children and youth before mental health challenges escalate. (

e) The Legislature has already appropriated funds to support children and youth behavioral health initiatives and intends for those funds to be used efficiently and equitably. <caml:Num>SEC. 2.</caml:Num><caml:Content><xhtml:p>It is the intent of the Legislature to do all of the following:</xhtml:p><xhtml:p>(a)<xhtml:span class="EnSpace"/>Establish a statewide Tier Social and Emotional Learning framework aligned with existing California Department of Education standards.</xhtml:p><xhtml:p>(b)<xhtml:span class="EnSpace"/>Promote early intervention and prevention of behavioral health challenges.</xhtml:p><xhtml:p>(c)<xhtml:span class="EnSpace"/>Reduce disciplinary disparities and long-term justice system involvement.</xhtml:p><xhtml:p>(d)<xhtml:span class="EnSpace"/>Use existing behavioral health funding without creating a new entitlement.</xhtml:p></caml:Content></caml:BillSection><caml:BillSection id="id_45AF689B-6063-4B4E-BCF5-189D2F27B60E"><caml:Num>SEC. 3.</caml:Num><caml:ActionLine action="IS_ADDED" xlink:href="urn:caml:codes:EDC:caml#xpointer(%2Fcaml%3ALawDoc%2Fcaml%3ACode%2Fcaml%3ALawHeading%5B%40type%3D'TITLE'%20and%20caml%3ANum%3D'2.'%5D%2Fcaml%3ALawHeading%5B%40type%3D'DIVISION'%20and%20caml%3ANum%3D'4.'%5D%2Fcaml%3ALawHeading%5B%40type%3D'PART'%20and%20caml%3ANum%3D'27.'%5D%2Fcaml%3ALawHeading%5B%40type%3D'CHAPTER'%20and%20caml%3ANum%3D'9.'%5D%2Fcaml%3ALawHeading%5B%40type%3D'ARTICLE'%20and%20caml%3ANum%3D'15.'%5D)" xlink:label="fractionType: LAW_SPREAD||commencingWith: 49591" xlink:type="locator">Article 15 (commencing with

Section 49591) is added to

Chapter of Part of Division of Title of the <caml:DocName>Education Code</caml:DocName>, to read:</caml:ActionLine><caml:Fragment><caml:LawHeading id="id_74251D5A-D2CC-4F2A-8B83-A79A319F0B58" type="ARTICLE"><caml:Num>15.</caml:Num><caml:LawHeadingVersion id="id_B90936A9-204A-4F28-A4E7-F5A8B0418871"><caml:LawHeadingText>The Shaw–Scott Children and Youth Behavioral Health and Social Emotional Learning Guidance</caml:LawHeadingText></caml:LawHeadingVersion><caml:LawSection id="id_6710A9F2-C2DA-40CE-B896-5E7572C81567"><caml:Num>49591.</caml:Num><caml:LawSectionVersion id="id_B4D33ED5-3C70-4ACF-97A9-4ADA981A4F1A"><caml:Content><xhtml:p>(a)<xhtml:span class="EnSpace"/>(1)<xhtml:span class="EnSpace"/>On or before July 1, 2027, the department shall develop and publish guidance, resources, and technical assistance to support local educational agencies in implementing an integrated, universal Tier approach to social and emotional learning, behavioral health, and restorative practices for pupils in kindergarten and any of grades to 12, inclusive, as part of a comprehensive Multi-Tiered System of Supports (MTSS).</xhtml:p><xhtml:p>(2)<xhtml:span class="EnSpace"/>The guidance developed pursuant to paragraph (1) shall be developed in consultation with experts in the field, including California’s statewide community of practice, with emphasized collaboration from the statewide social and emotional learning network of all counties of participating county offices of education, and CalHOPE.</xhtml:p><xhtml:p>(3)<xhtml:span class="EnSpace"/>The guidance developed pursuant to paragraph (1) shall fit within existing school systems, including, but not limited to, MTSS and Positive Behavioral Interventions and Supports (PBIS), and shall promote safe, inclusive, and supportive learning environments.</xhtml:p><xhtml:p>(4)<xhtml:span class="EnSpace"/>The guidance developed pursuant to paragraph (1) shall include strategies to support meaningful engagement of pupils, families, educators, and community partners in fostering a positive school climate, strengthening relationships, and promoting a culture of belonging.</xhtml:p><xhtml:p>(b)<xhtml:span class="EnSpace"/>The guidance developed pursuant to subdivision (

a) shall align with all of the following:</xhtml:p><xhtml:p>(1)<xhtml:span class="EnSpace"/>The department’s “California’s Social and Emotional Learning Guiding Principles.”</xhtml:p><xhtml:p>(2)<xhtml:span class="EnSpace"/>Evidence-based, trauma-informed practices.</xhtml:p><xhtml:p>(3)<xhtml:span class="EnSpace"/>The department’s “Transformative Social and Emotional Learning Competencies and Conditions for Thriving.”</xhtml:p><xhtml:p>(4)<xhtml:span class="EnSpace"/>Existing statewide frameworks, including MTSS and PBIS.</xhtml:p><xhtml:p>(5)<xhtml:span class="EnSpace"/>Instructional continuity plans developed pursuant to

Section 49428.2 and related statewide efforts established under Senate Bill 153 (Chapter of the Statutes of 2024).</xhtml:p><xhtml:p>(6)<xhtml:span class="EnSpace"/>Culturally responsive practices that support pupil identity, agency, and belonging.</xhtml:p><xhtml:p>(c)<xhtml:span class="EnSpace"/>Tier supports shall prioritize universal prevention, early intervention, and the reduction of exclusionary discipline.

Tier supports may include, but are not limited to, all of the following:</xhtml:p><xhtml:p>(1)<xhtml:span class="EnSpace"/>Social and emotional learning instruction that is integrated across kindergarten and grades to 12, inclusive.</xhtml:p><xhtml:p>(2)<xhtml:span class="EnSpace"/>Coping and stress-management skills.</xhtml:p><xhtml:p>(3)<xhtml:span class="EnSpace"/>Positive behavior and relationship development, including relationship-centered practices that promote connection, trust, and belonging.</xhtml:p><xhtml:p>(4)<xhtml:span class="EnSpace"/>Restorative justice practices.</xhtml:p><xhtml:p>(5)<xhtml:span class="EnSpace"/>Early identification and referral pathways.</xhtml:p><xhtml:p>(6)<xhtml:span class="EnSpace"/>Developmentally appropriate supports that emphasize early intervention for younger pupils.</xhtml:p><xhtml:p>(7)<xhtml:span class="EnSpace"/>Culturally responsive and trauma-informed practices.</xhtml:p><xhtml:p>(d)<xhtml:span class="EnSpace"/>(1)<xhtml:span class="EnSpace"/>A school district or county office of education shall implement the guidance developed pursuant to subdivision (a), to the extent of available funding.

Implementation pursuant to this subdivision shall emphasize coherence across all counties and alignment with existing frameworks, rather than the adoption of discrete or stand-alone programs.</xhtml:p><xhtml:p>(2)<xhtml:span class="EnSpace"/>A charter school may implement the guidance developed pursuant to subdivision (a).</xhtml:p><xhtml:p>(3)<xhtml:span class="EnSpace"/>School districts, county offices of education, and charter schools are encouraged to begin implementation in the 2027–28 school year.

Full implementation shall be phased in over a period of no less than three years, contingent upon local capacity and available funding.</xhtml:p><xhtml:p>(e)<xhtml:span class="EnSpace"/>(1)<xhtml:span class="EnSpace"/>A school district or county office of education shall, to the extent of available funding, provide professional development to support implementation required by subdivision (d).

Professional development shall be made available to certificated and classified staff and shall include, but not be limited to, all of the following:</xhtml:p><xhtml:p>(A)<xhtml:span class="EnSpace"/>Social and emotional learning integration.</xhtml:p><xhtml:p>(B)<xhtml:span class="EnSpace"/>Trauma-informed practices.</xhtml:p><xhtml:p>(C)<xhtml:span class="EnSpace"/>Child and adolescent development.</xhtml:p><xhtml:p>(D)<xhtml:span class="EnSpace"/>Relationship-centered and restorative approaches.</xhtml:p><xhtml:p>(E)<xhtml:span class="EnSpace"/>Culturally responsive practices.</xhtml:p><xhtml:p>(2)<xhtml:span class="EnSpace"/>At least percent of schoolsite staff shall participate in professional development opportunities provided pursuant to this subdivision over the course of implementation.</xhtml:p><xhtml:p>(f)<xhtml:span class="EnSpace"/>Local educational agencies are encouraged to assess school climate, condition for pupil and educator well-being, and the effectiveness of Tier supports using existing or locally developed tools, including, but not limited to, the California Healthy Kids Survey or other validated measures, to inform continuous improvement.</xhtml:p><xhtml:p>(g)<xhtml:span class="EnSpace"/>The department shall identify, monitor, and support existing social and emotional learning implementation sites and learning hubs to collect and analyze data, evaluate outcomes, and guide continuous improvement and statewide scaling.

The department shall establish metrics and processes to assess, at a minimum, measurable shifts in school climate and conditions for thriving, the extent to which practices are integrated into school culture and systems, and improvements in adult development capacity, pupil life skills, and the development of proactive skills, behaviors, and attitudes.</xhtml:p><xhtml:p>(h)<xhtml:span class="EnSpace"/>Implementation of this

section shall be contingent upon an appropriation in the annual Budget Act or another statute, including, but not limited to, funding made available through the Behavioral Health Services Act or other ongoing funding sources.</xhtml:p></caml:Content></caml:LawSectionVersion></caml:LawSection></caml:LawHeading></caml:Fragment></caml:BillSection>"?>

SEC. 2.

Section is added to the Education Code , immediately following

Section 41490 , to read: 41491. (

a) On or before July 1, 2027, the department shall enter into a contract with one or more local educational agencies, which shall have capacity and established expertise in providing resources, technical assistance, and training to local educational agencies, to serve as lead entities in providing support for the implementation of integrated, universal social-emotional learning, behavioral health, and restorative practices for pupils in kindergarten and grades to 12, inclusive. (

b) On or before January 1, 2028, the local educational agencies selected by the department, pursuant to a competitive process to be lead entities, as described in subdivision (a), shall make available guidance, resources, and technical assistance to local educational agencies to expand the statewide implementation of integrated, universal social-emotional learning, behavioral health, and restorative practices to meet the needs of pupils in their school communities. (

c) The lead entities shall ensure that guidance, resources, and technical assistance provided pursuant to subdivision (

b) are equity focused and include trauma-informed and culturally responsive practices as part of a comprehensive multitiered system of supports. (

d) For purposes of this section, “local educational agency” means a school district, county office of education, or charter school. (

e) Implementation of this

section shall be contingent upon an appropriation of funds for purposes of this

section in the annual Budget Act or another statute.