BILL NUMBER:S2420

TITLE OF BILL:
An act
to amend the education law, in relation to the mandatory implementation
by school districts of guidelines that incorporate social and emotional
development into elementary and secondary school education programs

PURPOSE OF BILL:
Provides for the mandatory implementation by school districts of
social and emotional development into elementary and secondary school
educational programs.

SUMMARY OF PROVISIONS OF BILL:
Section 1. subdivision 35 of section 305 of the education law, as
added by chapter 667 of the laws of 2006, is amended to read as
follows: 35. The commissioner shall, in cooperation with the
commissioner of mental health, develop guidelines for
VOLUNTARY
MANDATORY implementation by school districts,
that incorporate social
and emotional development into elementary and secondary school
educational programs as prescribed in paragraph (b) of subdivision
one of section three of the children's mental health act of 2006.

THE MANDATORY IMPLEMENTATION OF GUIDELINES BY
              

SCHOOL DISTRICTS
REQUIRED BY THIS SUBDIVISION SHALL COMMENCE WITH THE TWO THOUSAND
TEN--TWO THOUSAND ELEVEN SCHOOL YEAR:

JUSTIFICATION:
One in ten children in this state suffers from a mental illness severe
enough to cause some level of impairment, yet in any given year only
twenty percent of these children receive mental health services. Many
mental health problems are largely preventable or can be minimized
with early intervention services that have been shown to be effective
and reduce the need for more costly interventions further down the
road.

Children's social and emotional development are essential building
blocks to their academic success. Thus, there is growing evidence
that suggests that a key component in meeting educational goals for
children and youth, academic as well as social, and helping all
children reach their highest potential is social and emotional
learning. Social and emotional learning is the process through which
children and adults develop the skills necessary to recognize and
manage emotions, develop care and concern for others, make
responsible decisions, form positive
relationships, and successfully handle the demands of growing up in
today's complex society. Students of social and emotional learning
have significantly better attendance records; their classroom
behavior is more constructive and less often disruptive; they like
school more; and they have better grade point averages. They are also
less likely to be suspended or otherwise disciplined.


This simple observation - that the children who are given clear
behavioral standards and social skills, allowing them to feel safe,
valued, confident and challenged, will exhibit better school behavior
and learn more - is of monumental importance as we attempt to improve
our state's public schools. We should not have to choose between
academic achievement and the development of character. Rather we
should concentrate on both. The time has come to help restore balance
to our state's classrooms and establish benchmarks for social and
civic learning.

LEGISLATIVE HISTORY:
2010: S.7405 - Held in Education
Similar to: Children's Mental Health Act of 2006

FISCAL IMPLICATIONS FOR STATE AND LOCAL GOVERNMENTS:
To Be Determined.

EFFECTIVE DATE:
This act shall take effect immediately.