The bill aims to enhance the professional development resources available for school district staff by incorporating the experiences of historically marginalized and underrepresented groups. It emphasizes the need for schools to address the social and emotional needs of students, particularly those from LGBTQ, racial, and ethnic minority backgrounds, as well as those with disabilities. The bill highlights alarming statistics regarding the mental health challenges faced by these groups, including high rates of suicide attempts among LGBTQ youth and students of color. By expanding the scope of professional development topics to include social-emotional learning, trauma-informed practices, and culturally sustaining practices, the bill seeks to create more inclusive educational environments.

To implement these changes, the bill amends RCW 28A.300.479, mandating the office of the superintendent of public instruction to publish a list of professional development resources that consider the experiences of marginalized groups. The new provisions specify that these resources must address various identities, including sensory, mental, and physical disabilities, neurodivergence, gender identity, sexual orientation, homelessness, race, ethnicity, religion, national origin, and immigration status. This comprehensive approach aims to equip schools with the necessary tools to reduce discrimination and support the mental health of all students.

Statutes affected:
Original Bill: 28A.300.479