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HOUSE DOCKET, NO. 686 FILED ON: 1/17/2023
HOUSE . . . . . . . . . . . . . . . No. 516
The Commonwealth of Massachusetts
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PRESENTED BY:
Kay Khan
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To the Honorable Senate and House of Representatives of the Commonwealth of Massachusetts in General
Court assembled:
The undersigned legislators and/or citizens respectfully petition for the adoption of the accompanying bill:
An Act to remodel public school athletics through social-emotional learning.
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PETITION OF:
NAME:DISTRICT/ADDRESS :DATE ADDED:Kay Khan11th Middlesex1/9/2023Susannah M. Whipps2nd Franklin1/25/2023James C. Arena-DeRosa8th Middlesex2/9/2023Ruth B. Balser12th Middlesex2/10/2023Smitty Pignatelli3rd Berkshire2/13/2023Sean Garballey23rd Middlesex2/13/2023Edward R. Philips8th Norfolk2/14/2023Lindsay N. Sabadosa1st Hampshire2/15/2023Russell E. Holmes6th Suffolk3/10/2023 1 of 2
HOUSE DOCKET, NO. 686 FILED ON: 1/17/2023
HOUSE . . . . . . . . . . . . . . . No. 516
By Representative Khan of Newton, a petition (accompanied by bill, House, No. 516) of Kay
Khan and others relative to the implementation of social and emotional learning curricula in
middle and high school athletic programs. Education.
The Commonwealth of Massachusetts
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In the One Hundred and Ninety-Third General Court
(2023-2024)
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An Act to remodel public school athletics through social-emotional learning.
Be it enacted by the Senate and House of Representatives in General Court assembled, and by the authority
of the same, as follows:
1 Section 37O of chapter 71 of the General Laws, as appearing in the 2020 Official Edition,
2is hereby amended by inserting at the end thereof the following:-
3 (o) The department of elementary and secondary education shall publish, on or before
4June 30, 2024, guidelines for the implementation of social and emotional learning curricula in
5middle and high school athletic programs.
6 Such curricula shall include, but shall not be limited to, explicitly teaching students and
7coaches how to: (1) create safe, supportive and bias-free team cultures; (2) provide students age-
8appropriate leadership roles role in making decisions and carrying out responsibilities within the
9team framework, including empowering students to speak up and report behaviors that are
10contrary to a safe, supportive and bias-free culture; (3) formulate lessons and guidance that
11address hate, bias and negative behaviors to foster healthy, responsible norms on sports teams;
12(4) build and sustain positive relationships with others; and (5) develop such other skills that will 2 of 2
13assist them in overcoming physical, social, and emotional obstacles in athletic competition and in
14their lives, such as emotion management, conflict resolution, ethical decision-making, and
15problem-solving.
16
17 The guidelines shall be updated biennially. A school district shall consider the guidelines
18if it elects to integrate social emotional learning into its athletic programs. For purposes of this
19section, social and emotional learning shall mean the processes by which children acquire the
20knowledge, attitudes and skills necessary to recognize and manage their emotions, demonstrate
21caring and concern for others, establish positive relationships, make responsible decisions and
22constructively handle challenging social situations. The department of elementary and secondary
23education shall integrate the guidelines into the safe and supportive schools framework created
24pursuant to section 1P of chapter 69.