Maryland 2025 Regular Session

Maryland House Bill HB457 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
1	1
2	2
3	3	EXPLANATION: CAPITALS INDICATE MAT TER ADDED TO EXISTIN G LAW.
4	4	[Brackets] indicate matter deleted from existing law.
5	5	hb0457
6	6
7	7	HOUSE BILL 457
8	8	F1 5lr1224
9	9	CF SB 350
10	10	By: Delegate Wolek
11	11	Introduced and read first time: January 20, 2025
12	12	Assigned to: Ways and Means
13	13
14	14	A BILL ENTITLED
15	15
16	16	AN ACT concerning 1
17	17
18	18	Primary and Secondary Education – Educator Professional Development – 2
19	19	Course on Student Well–Being and Flourishing 3
20	20
21	21	FOR the purpose of requiring the State Department of Education to develop and offer a 4
22	22	continuing professional development course on student well–being and flourishing 5
23	23	to school personnel and administrators on or before a certain date; and generally 6
24	24	relating to an educator professional development course on student well–being and 7
25	25	flourishing. 8
26	26
27	27	BY adding to 9
28	28	Article – Education 10
29	29	Section 6–130 11
30	30	Annotated Code of Maryland 12
31	31	(2022 Replacement Volume and 2024 Supplement) 13
32	32
33	33	SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, 14
34	34	That the Laws of Maryland read as follows: 15
35	35
36	36	Article – Education 16
37	37
38	38	6–130. 17
39	39
40	40	(A) (1) ON OR BEFORE JULY 1, 2026, THE DEPARTMENT SHALL DEVELOP 18
41	41	AND OFFER A CONTINUING PROFESS IONAL DEVELOPMENT CO URSE ON STUDENT 19
42	42	WELL–BEING AND FLOURISHING . 20
43	43
44	44	(2) THE COURSE SHALL BE MADE AVAILABLE : 21
45	45
46	46	(I) TO ALL SCHOOL PERSONNEL AND ADMINISTRATORS ; AND 22
47	47	2 HOUSE BILL 457
48	48
49	49
50	50	(II) THROUGH ASYNCHRONOUS INSTRUC TION. 1
51	51
52	52	(B) THE COURSE UNDER THIS SECTION SHALL B E OFFERED AT A 2
53	53	COMPARABLE RATE TO C ONTINUING PROFESSION AL DEVELOPMENT COURSES FOR 3
54	54	LICENSED PERSONNEL THAT CONTAIN THE SAM E NUMBER OF PROFESSIONAL 4
55	55	DEVELOPMENT POINTS . 5
56	56
57	57	(C) (1) THE COURSE DEVELOPED BY THE DEPARTMENT UNDER THIS 6
58	58	SECTION SHALL CONSIST OF INSTRUCTION ON UNDER STANDING THE EIGHT 7
59	59	DIMENSIONS OF WELL–BEING IDENTIFIED BY THE FEDERAL SUBSTANCE ABUSE AND 8
60	60	MENTAL HEALTH SERVICES ADMINISTRATION AND APPLYING THOSE LESSONS TO 9
61	61	INCREASING STUDENT WELL–BEING THROUGH PEDAGOGY. 10
62	62
63	63	(2) THE COURSE SHALL INCL UDE INSTRUCTION ON : 11
64	64
65	65	(I) SOCIAL WELL–BEING, INCLUDING THE IMPORTANCE OF 12
66	66	DIFFERENT TYPES OF R ELATIONSHIPS FOR A STUDENT , AND A PEDAGOGICAL 13
67	67	APPROACH THAT HELPS STUDENTS BUILD FRIENDSHIPS AND A SE NSE OF 14
68	68	BELONGING AND COMMUN ITY IN THE CLASSROOM ; 15
69	69
70	70	(II) ENVIRONMENTAL WELL–BEING, INCLUDING: 16
71	71
72	72	1. THE IMPORTANCE OF A S TUDENT’S CONNECTION TO 17
73	73	NATURE AND THE OUTDO ORS, AND TEACHING THAT SU PPORTS LEARNING 18
74	74	OUTDOORS; AND 19
75	75
76	76	2. THE IMPORTANCE OF A STUDEN T FEELING SAFE TO 20
77	77	THE STUDENT ’S OVERALL WELL–BEING, AND A PEDAGOGY THAT SUPPORTS THAT 21
78	78	FEELING; 22
79	79
80	80	(III) PHYSICAL WELL–BEING, INCLUDING THE IMPORTANCE OF A 23
81	81	HEALTHY BODY TO A ST UDENT’S OVERALL WELL–BEING, AND A PEDAGOGY THAT 24
82	82	ENHANCES GOOD PHYSIC AL HEALTH HABITS ; 25
83	83
84	84	(IV) EMOTIONAL WELL–BEING, INCLUDING THE IMPORTANCE 26
85	85	OF A STUDENT ’S ABILITY TO EXPRESS FEELINGS, ADJUST TO EMOTIONAL 27
86	86	CHALLENGES , COPE WITH LIFE ’S STRESSORS, AND ENJOY LIFE, AND A PEDAGOGY 28
87	87	THAT SUPPORTS THESE SKILLS , INCLUDING THROUGH TH E USE OF CONTEMPLATI VE 29
88	88	SCIENCE; 30
89	89
90	90	(V) SPIRITUAL WELL–BEING, INCLUDING THE IMPORT ANCE OF 31
91	91	A STUDENT’S SENSE OF MEANING , PURPOSE, AND CHARACTER , AND A PEDAGOGY 32
92	92	FOCUSED ON ENHANCING THOSE SENS ES; 33 HOUSE BILL 457 3
93	93
94	94
95	95
96	96	(VI) OCCUPATIONAL WELL–BEING, INCLUDING THE 1
97	97	IMPORTANCE OF WORK T O A STUDENT ’S WELL–BEING, AND A PEDAGOGY THAT 2
98	98	ENHANCES A STUDENT ’S UNDERSTANDING OF A PROFESSIONAL LIFE ; 3
99	99
100	100	(VII) INTELLECTUAL WELL–BEING, INCLUDING THE 4
101	101	IMPORTANCE OF A STUD ENT’S ABILITY TO KEEP A N ACTIVE BRAIN , CULTIVATE 5
102	102	PERSONAL INTERESTS , AND PURSUE LIFELONG LEARNING, AND A PEDAGOGY THAT 6
103	103	ENHANCES A STUDENT ’S UNDERSTANDING AND DEVELOPMENT OF A WHOLE SELF; 7
104	104	AND 8
105	105
106	106	(VIII) FINANCIAL WELL–BEING, INCLUDING THE IMPORT ANCE OF 9
107	107	A STUDE NT’S UNDERSTANDING O F FINANCIAL PROCESSE S AND FINANCIAL 10
108	108	RESOURCES, AND A PEDAGOGY THAT SUPPORTS THAT UNDERS TANDING. 11
109	109
110	110	SECTION 2. AND BE IT FURTHER ENACTED, That this Act shall take effect July 12
111	111	1, 2025. 13