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<ns0:Id>20250AB__207199INT</ns0:Id>
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<ns0:Action>
<ns0:ActionText>INTRODUCED</ns0:ActionText>
<ns0:ActionDate>2026-02-18</ns0:ActionDate>
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<ns0:SessionYear>2025</ns0:SessionYear>
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<ns0:AuthorText authorType="LEAD_AUTHOR">Introduced by Assembly Member Hoover</ns0:AuthorText>
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<ns0:Legislator>
<ns0:Contribution>LEAD_AUTHOR</ns0:Contribution>
<ns0:House>ASSEMBLY</ns0:House>
<ns0:Name>Hoover</ns0:Name>
</ns0:Legislator>
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<ns0:Title> An act to amend Sections 51925, 51928, and 51929 of the Education Code, relating to pupil instruction. </ns0:Title>
<ns0:RelatingClause>pupil instruction</ns0:RelatingClause>
<ns0:GeneralSubject>
<ns0:Subject>Pupil instruction: digital wellness.</ns0:Subject>
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<html:p>If a school district, county office of education, state special school, or charter school offers one or more courses in health education to pupils in middle school or high school, existing law requires that the course or courses include instruction in mental health that meet certain requirements, as provided. Existing law requires the State Department of Education, on or before January 1, 2024, to develop a plan to expand mental health instruction in California public schools.</html:p>
<html:p>This bill would require the above-described course or courses in health education to also include instruction in digital wellness, as defined, that meets certain requirements, as provided. The bill would require the department, on or before January 1, 2028, to develop a plan to expand digital wellness instruction in California public schools, as
provided.</html:p>
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<ns0:Preamble>The people of the State of California do enact as follows:</ns0:Preamble>
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<ns0:Num>SECTION 1.</ns0:Num>
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<html:p>
(a)
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For purposes of this section, the following definitions apply:
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<html:p>
(1)
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“Artificial intelligence” or “AI” means computer systems designed to perform tasks that typically require human intelligence, including learning, reasoning, problem-solving, perception, and natural language processing.
</html:p>
<html:p>
(2)
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“Digital wellness” means a state of well-being in which an individual uses technology in ways that support physical health, mental health, social connections, and overall quality of life, while minimizing potential harms.
</html:p>
<html:p>
(3)
<html:span class="EnSpace"/>
“Media literacy” means the ability to access, analyze, evaluate, create,
and act using all forms of communication, including understanding how media messages are constructed, for what purposes, and with what effects.
</html:p>
<html:p>
(b)
<html:span class="EnSpace"/>
(1)
<html:span class="EnSpace"/>
The Legislature finds and declares all of the following:
</html:p>
<html:p>
(A)
<html:span class="EnSpace"/>
Digital technology and AI are increasingly integral to the daily lives, social interactions, and learning experiences of California’s youth.
</html:p>
<html:p>
(B)
<html:span class="EnSpace"/>
Excessive or inappropriate use of digital media, social media platforms, and AI-powered technologies can negatively impact mental health, contributing to anxiety, depression, sleep disorders, attention difficulties, body image issues, social isolation, and suicidal ideation.
</html:p>
<html:p>
(C)
<html:span class="EnSpace"/>
Youth face unique digital challenges, including cyberbullying, online harassment, exposure to harmful
content, privacy violations, algorithmic manipulation, misinformation, and AI-generated content that may be difficult to distinguish from reality.
</html:p>
<html:p>
(D)
<html:span class="EnSpace"/>
Digital wellness education, including healthy technology use, critical media literacy, and understanding of AI systems, is essential for youth to develop balanced relationships with technology and protect their mental and physical well-being.
</html:p>
<html:p>
(E)
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The intersection of digital technology and mental health requires explicit educational intervention to help pupils develop skills for healthy digital citizenship, self-regulation, and critical thinking.
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<html:p>
(F)
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Education on digital wellness and media literacy complements and enhances mental health education by addressing a primary environmental factor affecting youth mental health in the 21st century.
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<html:p>
(2)
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For the reasons described in subdivision (b), it is the intent of the Legislature in enacting this act to ensure that pupils in middle school or high school have the opportunity to benefit from comprehensive education on digital wellness, media literacy, and the responsible use of emerging technologies, including AI.
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<ns0:Num>SEC. 2.</ns0:Num>
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Section 51925 of the
<ns0:DocName>Education Code</ns0:DocName>
is amended to read:
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<ns0:Num>51925.</ns0:Num>
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<html:p>
(a)
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Each school district, county office of education, state special school, and charter school that offers one or more courses in health education to pupils in middle school or high school shall include in those courses instruction in mental health and digital wellness that meets the requirements of this article. This section shall not be construed to limit a school district, county office of education, state special school, or charter school in offering or requiring instruction in mental health
or digital wellness as specified in this article.
</html:p>
<html:p>
(b)
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Mental health instruction described in this section shall include all of the following:
</html:p>
<html:p>
(1)
<html:span class="EnSpace"/>
Reasonably designed instruction on the overarching themes and core principles of mental health.
</html:p>
<html:p>
(2)
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Defining signs and symptoms of common mental health challenges. Depending on pupil age and developmental level, this may include defining conditions such as depression, suicidal thoughts and behaviors, schizophrenia, bipolar disorder, eating disorders, and anxiety, including post-traumatic stress disorder.
</html:p>
<html:p>
(3)
<html:span class="EnSpace"/>
Elucidating the evidence-based services and supports that effectively help individuals manage mental health challenges.
</html:p>
<html:p>
(4)
<html:span class="EnSpace"/>
Promoting mental health wellness and protective factors, which includes positive development, social and cultural connectedness and supportive relationships,
resiliency, problem solving skills, coping skills, self-esteem, and a positive school and home environment in which pupils feel comfortable.
</html:p>
<html:p>
(5)
<html:span class="EnSpace"/>
The ability to identify warning signs of common mental health problems in order to promote awareness and early intervention so that pupils know to take action before a situation turns into a crisis. This shall include instruction on both of the following:
</html:p>
<html:p>
(A)
<html:span class="EnSpace"/>
How to seek and find assistance from professionals and services within the school district that includes, but is not limited to, school counselors with a pupil personnel services credential, school psychologists, and school social workers, and in the community for themselves or others.
</html:p>
<html:p>
(B)
<html:span class="EnSpace"/>
Evidence-based and culturally responsive practices that are proven to help overcome mental health
challenges.
</html:p>
<html:p>
(6)
<html:span class="EnSpace"/>
The connection and importance of mental health to overall health and academic success and to co-occurring conditions, such as chronic physical conditions, chemical dependence, and substance abuse.
</html:p>
<html:p>
(7)
<html:span class="EnSpace"/>
Awareness and appreciation about the prevalence of mental health challenges across all populations, races, ethnicities, and socioeconomic statuses, including the impact of race, ethnicity, and culture on the experience and treatment of mental health challenges.
</html:p>
<html:p>
(8)
<html:span class="EnSpace"/>
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 trained peers and other individuals who have experienced mental health
challenges and how they coped with their situations, including how they sought help and acceptance.
</html:p>
<html:p>
(c)
<html:span class="EnSpace"/>
(1)
<html:span class="EnSpace"/>
Digital wellness instruction described in this section shall include, but not be limited to, both of the following:
</html:p>
<html:p>
(A)
<html:span class="EnSpace"/>
Reasonably designed instruction on the overarching themes and core principles of digital wellness.
</html:p>
<html:p>
(B)
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An introduction to the relationship between digital technology use and mental health.
</html:p>
<html:p>
(2)
<html:span class="EnSpace"/>
Instruction described in paragraph (1) may also include, at the discretion of the teacher and as appropriate to grade level, all of the following:
</html:p>
<html:p>
(A)
<html:span class="EnSpace"/>
The effects of excessive screen time and signs of unhealthy technology use.
</html:p>
<html:p>
(B)
<html:span class="EnSpace"/>
Strategies for building healthy digital habits and managing technology use.
</html:p>
<html:p>
(C)
<html:span class="EnSpace"/>
Online safety, including recognizing cyberbullying, protecting personal information, and understanding that digital actions can have lasting consequences.
</html:p>
<html:p>
(D)
<html:span class="EnSpace"/>
Evaluating digital content for credibility and recognizing misleading or manipulative information.
</html:p>
<html:p>
(E)
<html:span class="EnSpace"/>
Awareness of AI, including recognizing AI-generated content and understanding that AI systems can reflect biases.
</html:p>
<html:p>
(F)
<html:span class="EnSpace"/>
Positive uses of technology to support well-being, connection, and learning.
</html:p>
<html:p>
(G)
<html:span class="EnSpace"/>
School and community resources for addressing digital wellness concerns.
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<ns0:Num>SEC. 3.</ns0:Num>
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Section 51928 of the
<ns0:DocName>Education Code</ns0:DocName>
is amended to read:
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<ns0:Num>51928.</ns0:Num>
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<html:p>For purposes of this article, the following definitions apply:</html:p>
<html:p>
(a)
<html:span class="EnSpace"/>
“Age appropriate” has the same meaning as defined in Section 51931.
</html:p>
<html:p>
(b)
<html:span class="EnSpace"/>
“Artificial intelligence” or “AI” means computer systems designed to perform tasks that typically require human intelligence, including learning, reasoning, problem-solving, perception, and natural language processing.
</html:p>
<html:p>
(c)
<html:span class="EnSpace"/>
“Digital wellness” means a state of well-being in which an individual uses technology in ways that support physical health, mental health, social connections, and overall quality of life, while minimizing potential
harms.
</html:p>
<html:p>
(d)
<html:span class="EnSpace"/>
“English learner” has the same meaning as defined in Section 51931.
</html:p>
<html:p>
(e)
<html:span class="EnSpace"/>
“Evidence-based” means verified or supported by research conducted in compliance with scientific methods and published in peer-reviewed journals, where appropriate, and recognized as accurate and objective by professional organizations and agencies with expertise in the mental health and digital wellness fields.
</html:p>
<html:p>
(f)
<html:span class="EnSpace"/>
“Instructors trained in the
appropriate courses” means instructors with knowledge of the most recent evidence-based research on mental
health and digital wellness.
</html:p>
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<ns0:Num>SEC. 4.</ns0:Num>
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Section 51929 of the
<ns0:DocName>Education Code</ns0:DocName>
is amended to read:
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<ns0:Num>51929.</ns0:Num>
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<html:p>
(a)
<html:span class="EnSpace"/>
On or before January 1, 2024, the department shall develop a plan to expand mental health instruction in California public schools.
</html:p>
<html:p>
(b)
<html:span class="EnSpace"/>
On or before January 1, 2028, the department shall develop a plan to expand digital wellness instruction in California public schools. This plan shall include all of the following:
</html:p>
<html:p>
(1)
<html:span class="EnSpace"/>
Recommendations for age-appropriate curriculum frameworks for middle schools and high
schools.
</html:p>
<html:p>
(2)
<html:span class="EnSpace"/>
Strategies for keeping curriculum current with rapidly evolving digital and AI technology.
</html:p>
<html:p>
(3)
<html:span class="EnSpace"/>
Guidance for schools with limited technology resources.
</html:p>
<html:p>
(4)
<html:span class="EnSpace"/>
Family engagement and education components.
</html:p>
<html:p>
(5)
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Assessment methods for evaluating program effectiveness.
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<html:p>
(6)
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Collaboration and professional development opportunities with technology companies, mental health organizations, and media literacy experts.
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