SB 51 creates a statewide system for Utah schools to share information about student threats. Local schools (LEAs) must report specific threat-related data to the State Board of Education, which can then share this information with other schools to improve safety coordination. The bill includes privacy protections for students, immunity for schools reporting in good faith, and clear rules for data collection and deletion. It takes effect on July 1, 2026, and does not appropriate new funding.
SB 62 modifies Utah's school funding formula to adjust how districts calculate weighted pupil units (WPU) for state funding. It replaces the previous "prior year plus growth" method with a new rule: funding calculations will use the higher of either (1) the prior year's enrollment adjusted for actual growth or (2) the current school year's October enrollment count. This change directly affects public school districts and charter schools by altering how their student enrollment data influences annual funding amounts. The bill makes no new money appropriations but changes the calculation method, effective July 1, 2026.
HCR 13 is a concurrent resolution (not a law) encouraging Utah schools to expand technical education programs focused on high-demand careers in nuclear technology, mining, and fiber optics. It urges the State Board of Education and local schools to create courses leading to industry certifications (like electric lineworker training) and collaborate with employers to align curriculum with workforce needs. The resolution does not appropriate funding or mandate changes but recommends specific actions to strengthen Utah’s workforce pipeline in key industries. It directly affects public schools, career and technical education programs, and industry partners through voluntary program development. The resolution passed the legislature in March 2026 and is now sent to the State Board of Education for consideration.
SB 241 establishes a statewide framework for early literacy in Utah public schools, directly affecting kindergarten through third-grade students, their schools, and educators. It sets a 2030 goal for 80% of third graders to read at grade level, requiring schools to provide individualized reading plans based on benchmark assessments and ban certain teaching methods like "three-cueing." The bill mandates science-of-reading training for teachers and school leaders, dedicates existing funding for literacy coaching (without new money), and ties school performance monitoring to third-grade reading outcomes. Key provisions include requiring retention in third grade for students not meeting benchmarks (with limited exemptions) and aligning teacher evaluations with literacy instruction standards.
SB 88 amends Utah's public school internet policies to require school boards to adopt specific procedures. It directly affects public schools, parents, and students by mandating that school boards: (1) adopt policies restricting obscene content, (2) implement a parent-accessible monitoring system for student device activity, and (3) use a preapproved content filtering system when parents request it. The bill also requires school boards to review policies every three years and post them visibly in schools. It takes effect July 1, 2026, and does not appropriate new funding.
HB 273 requires Utah's State Board of Education to develop model policies for technology and artificial intelligence use in public schools, directly affecting all Utah public schools, teachers, and students. Key provisions include adding artificial intelligence standards to core computer science curriculum, establishing grade-level technology use requirements, creating a model for balanced technology integration, and allowing high schools to offer AI-focused "sandbox" courses. The bill also mandates reporting on implementation and exempts certain student groups from grade-level tech requirements, with no new state funding allocated.
HB 373 creates a pilot grant program to fund higher education research at Utah public universities, administered by the Utah Board of Higher Education through the Nucleus Institute or other designated bodies. The bill allows the commissioner of higher education to take over certain duties previously handled by the board and requires annual reporting on the program's implementation. It does not appropriate new state funds, and the program would operate under existing funding mechanisms. The bill directly affects Utah public universities, research institutions, and faculty seeking competitive funding for innovative academic projects.
HB 218 amends Utah’s requirements for digital literacy education in grades 7 and 8, directly affecting public school students in those grades starting the 2027-2028 school year. The bill defines specific digital skills concepts (such as online ethics, AI literacy, cybersecurity, social media impact, and misinformation evaluation) that must be covered in the course. It also establishes an advisory tech council to guide curriculum development, recommend resources, and advise on emerging technologies. The changes update existing education codes without new funding, focusing on standardizing digital literacy instruction across Utah schools.
SB 165 establishes Utah's "Raising Expectations through Accountability, Community, and Hope" initiative to support community coalitions working on education and economic outcomes. It creates two grant tracks: "partnership development" grants for communities to build plans (requiring criteria like rural location, low school graduation rates, or significant community disparities), and "implementation" grants for executing approved plans. The program requires coalitions - comprising nonprofits, local governments, schools, and community members - to develop detailed "mobility action plans" focused on measurable goals like improving graduation rates, postsecondary completion, or family income levels. Communities must track progress using defined "community indicators" (e.g., kindergarten readiness, high school graduation, housing stability, and self-sufficiency income rates). The bill sets up the program framework but does not appropriate funds for implementation.
SB 297 clarifies who can provide mental health support in Utah public schools by updating definitions for "qualifying personnel" (including licensed school social workers, counselors, and psychologists) and "behavioral health support personnel" (non-licensed staff assisting students). It requires the State Board of Education to create guidance based on licensing rules from the Division of Professional Licensing, ensuring schools follow proper training and supervision standards. The bill also establishes how existing state funds for school-based mental health services must be distributed to school districts, with requirements for annual reporting and collaboration with local mental health authorities. It does not appropriate new money but specifies that funds cannot replace existing federal or state funding for mental health staff. The changes primarily affect public schools, school districts, and licensed mental health professionals working in educational settings.
