Oklahoma Senate Bill SB1442

Oklahoma 2022 Regular Session

• Introduced: 2/7/22
• Refer: 2/8/22

Caption

Schools; prohibiting public schools from using certain funds to promote concepts of social emotional learning. Effective date. Emergency.

Impact

If enacted, SB1442 will amend several existing statutes regarding educational instruction by removing references to social emotional learning and updating the statutory language to reflect these changes. Furthermore, the bill includes procedural guidelines for reporting violations to district attorneys, establishing financial penalties for non-compliance equating to a five percent deduction from the State Aid allocation for the involved schools. This creates a potential avenue for parental oversight, empowering guardians to report what they perceive as infractions concerning the bill’s provisions.

Summary

Senate Bill 1442 seeks to prohibit public schools, including charter and virtual institutions, from utilizing federal, state, or private funds to promote or engage in social emotional learning (SEL) within their curricula. This bill specifies that no related topics or programs associated with SEL should be included in training or educational resources used by teachers and school administrators, which could significantly alter how social-emotional topics are addressed in the educational environment. The prohibition extends to all staff working within these educational institutions, ensuring that SEL concepts are barred from the classroom entirely.

Contention

The implications of SB1442 have prompted significant debate. Proponents argue that the bill is essential in preserving academic integrity and ensuring public funds are not used for initiatives they view as controversial or ideological. They assert that social emotional learning programs are often linked to broader concepts of equity and inclusion, which they believe should not be mandated by state or federal funding in public education. In contrast, opponents warn that this legislation could undermine critical components of childhood education by restricting teachers’ ability to address essential emotional and social development topics. Critics argue that eliminating SEL not only curtails necessary conversation regarding student wellbeing but may also contribute to a less inclusive educational environment.