This bill requires public schools receiving federal education funds to implement concussion safety protocols. Schools must develop plans including staff training, visible posting of evidence-based concussion information, immediate removal from activities if a concussion is suspected, and written medical clearance before returning to sports. It also mandates academic accommodations like modified assignments and cognitive rest during recovery, applying to all students regardless of where a concussion occurred. States failing to comply face reduced federal education funding (5% the first year, 10% thereafter). The law directly affects public school students, athletes, and school staff across all grade levels.
The Focus on Learning Act requires the Surgeon General to study how mobile device use affects student learning, mental health, and school climate in K-12 schools. It establishes a pilot program offering $5 million to fund secure containers/lockers for schools to create "mobile device-free environments" during school hours (excluding school-issued devices). Participating schools must maintain communication systems for staff/emergency response, have clear parent contact processes, and get parental input before implementing the policy. The bill directly affects elementary and secondary schools, students, and parents by mandating a study and pilot program to test device-free learning environments.
HR 3510, the Saving Students with Software Act, creates a federal grant program to help schools implement suicide prevention software. The bill directs the Secretary of Education to award grants to states for covering costs of software that monitors student device use in elementary and secondary schools (as defined by existing law). This software automatically alerts school staff if a student types words or phrases related to self-harm or suicide. The program aims to provide schools with funding to adopt this specific monitoring tool, directly affecting school districts and students using school-provided devices. Grants are available for software designed to detect and report concerning language during student device use.
This bill authorizes $250 million annually for four years to help schools on federally impacted lands (like tribal reservations and military bases) improve aging infrastructure. It creates two grant types: formula grants for schools with no bond capacity and competitive grants prioritizing schools with urgent safety issues like unsafe buildings or lack of clean water. Local schools must contribute 10-25% of project costs based on their "learning opportunity threshold," with the highest-priority schools receiving full federal funding. Funds can be used for construction, renovation, and repair to meet safety standards and improve learning environments. The bill addresses the significant infrastructure challenges reported by 65% of schools with facilities in poor condition.
This bill creates a federal grant program to help public schools implement phone-free policies during school hours. It requires states to adopt a policy prohibiting student phone use (with specific exceptions for health needs, disabilities, English learners, and documented instructional needs) to qualify for funding. Grants can only be used to purchase secure storage solutions like lockers or signal-blocking containers for devices. The program allocates funds based on prior Title I education funding, with minimum allocations for smaller states. It directly affects public K-12 schools through their state education agencies.
HR 7262, the READ Act, provides $200 million annually (2026-2030) to help schools recover after disasters. It directs funds to state education agencies, which then distribute them to local public schools and non-public schools serving areas hit by declared disasters (like hurricanes or wildfires). Funds cover immediate recovery needs such as replacing lost student data, repairing minor facility damage, renting temporary classrooms, and replacing basic instructional materials - while prohibiting major construction or ideological content. Non-public schools must receive funding proportional to their student enrollment, ensuring equitable support compared to public schools. The bill requires funds to supplement, not replace, existing disaster aid.
HR 7497 establishes a new grant program to fund trauma-informed mental health support in schools, authorizing $50 million annually from 2027-2031. It directly affects students, teachers, school staff, and community mental health providers by requiring grantees to develop collaborative services between schools and local mental health systems. Key provisions include funding evidence-based staff training on trauma-informed practices, creating school-community partnerships, and ensuring culturally competent services for students - including those with disabilities. The bill mandates that funds supplement, not replace, existing resources and requires grantees to coordinate with agencies like child welfare and juvenile justice through formal interagency agreements.
HR 4728 codifies Executive Order 14280, which establishes school discipline policies focused on common sense approaches. This bill turns the existing executive order into law, giving it the force of statute. It directly affects public K-12 schools, requiring them to implement these specific discipline policies. The key mechanism is converting the executive order into binding federal law without altering the policy content.
This Senate resolution expresses strong support for public K-12 schools and condemns any efforts to defund public education or dismantle the Department of Education. It highlights the federal government’s critical role in providing equitable funding - particularly for students in underserved communities, including those with disabilities, from low-income families, and in rural areas - and opposes diverting funds to private schools. As a non-binding resolution, it does not create new laws but formally states the Senate’s position on protecting public education funding and oversight.
This symbolic resolution (HRES 857) designates the week beginning November 3, 2025, as "National School Psychology Week" to honor school psychologists. It does not create new laws or allocate funds; instead, it expresses congressional support for recognizing these professionals' roles in student mental health, academic support, and school safety. The resolution encourages public observance through ceremonies and activities highlighting how school psychologists help students succeed. It directly affects no individuals or entities through policy changes, serving solely as a formal acknowledgment of school psychologists' contributions.
