State CRE Legislation
State CRE Legislation Database
Last Updated July 2009
In preparation for the 2009 International Policy Summit on Social and Emotional Learning (SEL), Conflict Resolution Education (CRE), Peace Education (PE), and Civics Education (CE) in Cleveland, Ohio, USA, the Global Issues Resource Center (Center) surveyed legislation in the United States on CRE. The survey focused on states that required some form of CRE in schools. This survey did not include legislation on closely related topics such as school climate or bullying prevention and intervention. All legislation was enacted by each state’s legislative body. It is important to note the information provided does not include promising efforts that have yet to become law as of July 2009.
The survey of CRE included a review of all 50 states departments of education websites. Contact information for the state office of Safe and Drug-Free Schools and Communities were recorded. If no legislation was located, the National Conference of State Legislatures (NCLS) bill tracking database was reviewed along with the state government legislation web pages. If germane legislation was found, the Center contacted the office by phone, email, or both to gain further information about the efforts in the state.
Once legislation was identified, LexisNexis was used to find the text of the bill. The information below includes either the summary of text of the bill from NCLS or the original text of the legislation. If the original text is provided, the text in all capitals indicates an addition to the original text.
2001 Cal AB 0079 Retrieved June 9, 2009 from LexisNexis.
DIGEST: AB 79, Havice. School safety.
Existing law provides that each school district and county office of education is responsible for the overall development of comprehensive school safety plans for its schools operating kindergarten and any of grades 1 to 12, inclusive. Under existing law, a comprehensive school safety plan is required to identify appropriate strategies and programs that will provide or maintain a high level of school safety and address the school’s procedures for complying with existing laws related to school safety, including the development of, among other things, child abuse reporting procedures and disaster procedures.
This bill would require the State Department of Education to develop model policies on the prevention of bullying and on conflict resolution and to make the model policies available to school districts. The bill would authorize a school district to adopt one or both of the policies for incorporation into its school safety plan.
SYNOPSIS: An act to amend Section 35294.2 of the Education Code, relating to school safety.
TEXT: The people of the State of California do enact as follows:
[*1] SECTION 1. Section 35294.2 of the Education Code is amended to read:
(a) The comprehensive school safety plan shall include, but not necessarily be limited to, the following:
(1) Assessing the current status of school crime committed on school campuses and at school-related functions.
(2) Identifying appropriate strategies and programs that will provide or maintain a high level of school safety and address the school’s procedures for complying with existing laws related to school safety, which shall include the development of all of the following:
(A) Child abuse reporting procedures consistent with Article 2.5 (commencing with Section 11164) of Title 1 of Part 4 of the Penal Code.
(B) Disaster procedures, routine and emergency.
2001 Cal AB 0079 Retrieved June 9, 2009 from LexisNexis.
Bill Text (in part):
SECTION 2. IC 20-10.1-4-4.5 IS AMENDED TO READ AS FOLLOWS (EFFECTIVE JULY 1, 2001): Sec. 4.5. (a) Notwithstanding IC 20-10.1-1-0.5, this section applies only to public schools (as defined in IC 20-10.1-1-2).
(b) As used in this section, “good citizenship instruction” means integrating into the current curriculum instruction that stresses the nature and importance of the following:
(1) Being honest and truthful.
(2) Respecting authority.
(3) Respecting the property of others.
(4) Always doing one’s personal best.
(5) Not stealing.
(6) Possessing the skills necessary to live peaceably in society and not resorting to violence to settle disputes, INCLUDING METHODS OF CONFLICT RESOLUTION.
(7) Taking personal responsibility for obligations to family and community.
(8) Taking personal responsibility for earning a livelihood.
(9) Treating others the way one would want to be treated.
(10) Respecting the national flag, the Constitution of the United States, and the Constitution of the State of Indiana.
(11) Respecting one’s parents and home.
(12) Respecting one’s self.
(13) Respecting the rights of others to have their own views and religious beliefs.
(C) THE DEPARTMENT SHALL IDENTIFY AND MAKE AVAILABLE TO SCHOOL CORPORATIONS MODELS OF CONFLICT RESOLUTION INSTRUCTION, WHICH MAY CONSIST OF A PROGRAM OF TEACHER TRAINING WITH APPLICATION OF THE TECHNIQUES TO THE CHILDREN IN THE CLASSROOM, TO ASSIST SCHOOL CORPORATIONS IN COMPLYING WITH THIS SECTION.
2001 LA H.B. 364 Retrieved June 9, 2009 from LexisNexis
Bill Text (in part):
SECTION 416.15. ZERO TOLERANCE POLICIES; AUTHORIZATION; CONFLICT RESOLUTION CLASSES; FEES; COMPLIANCE
ANY CITY, PARISH, OR OTHER LOCAL PUBLIC SCHOOL BOARD MAY ADOPT AND IMPLEMENT A ZERO TOLERANCE POLICY FOR FIGHTING IN THE SCHOOLS UNDER ITS JURISDICTION. SUCH POLICY MAY INCLUDE A REQUIREMENT THAT A STUDENT WHO IS DISCIPLINED PURSUANT TO THE POLICY AND SUCH STUDENT’S PARENT OR PARENTS SHALL ATTEND A CONFLICT RESOLUTION CLASS OR CLASSES AND MAY INCLUDE PROVISIONS FOR THE SCHOOL BOARD TO TAKE APPROPRIATE ACTION, AS DETERMINED BY THE BOARD, AGAINST ANY STUDENT OR PARENT WHO FAILS TO COMPLY WITH THE CLASS ATTENDANCE REQUIREMENT. SUCH CLASSES MAY BE PROVIDED BY THE SCHOOL BOARD OR OTHER APPROPRIATE PROVIDER AS DETERMINED BY THE BOARD. ANY CITY, PARISH, OR OTHER LOCAL PUBLIC SCHOOL BOARD MAY CHARGE A FEE FOR SUCH ATTENDANCE IN AN AMOUNT AS MAY BE DETERMINED BY THE BOARD. HOWEVER, SUCH FEE AMOUNT SHALL NOT EXCEED ONE HUNDRED DOLLARS.
2007 Miss. S.B. 2324 Retrieved June 9, 2009 from LexisNexis
Bill Text (in part):
AN ACT TO AMEND SECTIONS 37-3-93, 37-7-301, 37-9-77, 37-11-18.1, 37-11-54, 37-11-61 AND 37-15-1, MISSISSIPPI CODE OF 1972, TO EXTEND THE AUTOMATIC REPEALERS ON CERTAIN SCHOOL DISTRICT PROGRAMS RELATING TO SCHOOL CRISIS MANAGEMENT, REGIONAL EDUCATIONAL SERVICE AGENCIES, SCHOOL ADMINISTRATORS SABBATICAL LEAVE, EXPULSION OF HABITUALLY DISRUPTIVE STUDENTS, CONFLICT RESOLUTION AND PEER MEDIATION CURRICULA, PARENTAL INFORMATION ON MENINGOCOCCAL DISEASE AND EVIDENCE OF AGE FOR PUPIL ENROLLMENT; TO INCREASE THE NUMBER OF OCCASIONS DURING A SCHOOL YEAR WHICH A STUDENT MUST PARTICIPATE IN DISRUPTIVE BEHAVIOR IN ORDER TO BE DEEMED “HABITUALLY DISRUPTIVE,” TO ESTABLISH CERTAIN REQUIREMENTS FOR BEHAVIOR MODIFICATION PLANS DEVELOPED FOR DISRUPTIVE STUDENTS; TO EXTEND THE REPEALER ON THE PROVISIONS RELATING TO THE EXPULSION OF HABITUALLY DISRUPTIVE STUDENTS; TO PROVIDE THAT THE LIST OF RECOMMENDED CONFLICT RESOLUTION AND MEDIATION MATERIALS DEVELOPED BY THE STATE BOARD OF EDUCATION SHALL BE DEVELOPED FROM EVIDENCE-BASED PRACTICES AND POSITIVE BEHAVIORAL INTERVENTION SUPPORTS; TO REQUIRE LOCAL SCHOOL BOARDS TO INCORPORATE THESE MATERIALS INTO INDIVIDUAL SCHOOL DISTRICT POLICIES AND CODES OF CONDUCT; TO DELETE THE PROHIBITION ON USING MONIES FROM THE TEMPORARY ASSISTANCE FOR NEEDY FAMILIES GRANT FOR DEVELOPING THE LIST; AND FOR RELATED PURPOSES.
37-11-54. The State Board of Education * * * shall develop a list of recommended conflict resolution and mediation materials, models and curricula address responsible decision making, the causes and effects of school violence and harassment, cultural diversity, and nonviolent methods for resolving conflict, including peer mediation, and shall make the list available to local school administrative units and school buildings before the beginning of school year. In developing this list, the board shall emphasize materials, models and curricula that currently are being used in Mississippi and the board determines to be effective. The board shall include at least one (1) model that includes instruction and guidance for the voluntary implementation of peer mediation programs and one (1) model that provides instruction and guidance for teachers concerning the integration of conflict resolution and mediation lessons into the existing classroom curriculum.
2001 Miss. S.B. 2390 Retrieved June 9, 2009 from LexisNexis
SECTION 1. The following provision shall be codified as Section 37-11-54, Mississippi Code of 1972:
37-11-54. The State Board of Education shall develop a list of recommended conflict resolution and peer mediation materials, models, and curricula that address responsible decision making, the causes and effects of school violence and harassment, cultural diversity, and nonviolent methods for resolving conflict, including peer mediation, and shall make the list available to local school administrative units and school buildings by the beginning of the 2002-2003 school year. In developing this list the board shall emphasize materials, models and curricula that currently are being used in Mississippi and that the board determines to be effective. The board shall include at least one (1) model that includes instruction and guidance for the voluntary implementation of peer mediation programs and one (1) model that provides instruction and guidance for teachers concerning the integration of conflict resolution and mediation lessons into the existing classroom curriculum.
SECTION 2. This act shall take effect and be in force from and after July 1, 2001.
2000 N.Y. S.N. 8236 Retrieved June 9, 2009 from LexisNexis.
Bill Text (in part):
SYNOPSIS: AN ACT to amend the education law, in relation to improving school safety ; to amend the penal law, the criminal procedure law, the executive law and the family court act, in relation to directing courts to provide schools with notification of criminal and juvenile delinquency adjudications against students; and to repeal section 2801 of the education law relating to regulation of conduct on school district property
(I) COLLABORATIVE ARRANGEMENTS WITH STATE AND LOCAL LAW ENFORCEMENT OFFICIALS, DESIGNED TO ENSURE THAT SCHOOL SAFETY OFFICERS AND OTHER SECURITY PERSONNEL ARE ADEQUATELY TRAINED, INCLUDING BEING TRAINED TO DE-ESCALATE POTENTIALLY VIOLENT SITUATIONS, AND ARE EFFECTIVELY AND FAIRLY RECRUITED;
(II) NON-VIOLENT CONFLICT RESOLUTION TRAINING PROGRAMS;
(III) PEER MEDIATION PROGRAMS AND YOUTH COURTS; AND
(IV) EXTENDED DAY AND OTHER SCHOOL SAFETY PROGRAMS;
J. STRATEGIES FOR IMPROVING COMMUNICATION AMONG STUDENTS AND BETWEEN STUDENTS AND STAFF AND REPORTING OF POTENTIALLY VIOLENT INCIDENTS, SUCH AS THE ESTABLISHMENT OF YOUTH-RUN PROGRAMS, PEER MEDIATION, CONFLICT RESOLUTION, CREATING A FORUM OR DESIGNATING A MENTOR FOR STUDENTS CONCERNED WITH BULLYING OR VIOLENCE AND ESTABLISHING ANONYMOUS REPORTING MECHANISMS FOR SCHOOL VIOLENCE;
Section 1. “DESIGNATED EDUCATIONAL OFFICIAL” SHALL MEAN AN EMPLOYEE OR REPRESENTATIVE OF A SCHOOL DISTRICT WHO IS DESIGNATED BY THE SCHOOL DISTRICT TO RECEIVE RECORDS PURSUANT TO THIS SECTION AND TO COORDINATE THE STUDENT’S PARTICIPATION IN PROGRAMS WHICH MAY EXIST IN THE SCHOOL DISTRICT OR COMMUNITY, INCLUDING: NON-VIOLENT CONFLICT RESOLUTION PROGRAMS, PEER MEDIATION PROGRAMS AND YOUTH COURTS, EXTENDED DAY PROGRAMS AND OTHER SCHOOL VIOLENCE PREVENTION AND INTERVENTION PROGRAMS.
Section 17. “DESIGNATED EDUCATIONAL OFFICIAL” SHALL MEAN AN EMPLOYEE OR REPRESENTATIVE OF A SCHOOL DISTRICT WHO IS DESIGNATED BY THE SCHOOL DISTRICT TO RECEIVE RECORDS PURSUANT TO THIS ARTICLE AND TO COORDINATE THE STUDENT’S PARTICIPATION IN PROGRAMS WHICH MAY EXIST IN THE SCHOOL DISTRICT OR COMMUNITY, INCLUDING: NON-VIOLENT CONFLICT RESOLUTION PROGRAMS, PEER MEDIATION PROGRAMS AND YOUTH COURTS, EXTENDED DAY PROGRAMS AND OTHER SCHOOL VIOLENCE PREVENTION AND INTERVENTION PROGRAMS WHICH MAY EXIST IN THE SCHOOL DISTRICT OR COMMUNITY. SUCH NOTIFICATION SHALL BE KEPT SEPARATE AND APART FROM SUCH STUDENT’S SCHOOL RECORDS AND SHALL BE ACCESSIBLE ONLY BY THE DESIGNATED EDUCATIONAL OFFICIAL. SUCH NOTIFICATION SHALL NOT BE PART OF SUCH STUDENT’S PERMANENT SCHOOL RECORD AND SHALL NOT BE APPENDED TO OR INCLUDED IN ANY DOCUMENTATION REGARDING SUCH STUDENT AND SHALL BE DESTROYED AT SUCH TIME AS SUCH STUDENT IS NO LONGER ENROLLED IN THE SCHOOL DISTRICT. AT NO TIME SHALL SUCH NOTIFICATION BE USED FOR ANY PURPOSE OTHER THAN THOSE SPECIFIED IN THIS SUBDIVISION.
Year Passed: 2004
Bill Summary: Implements the recommendation of the house interim committee on providing an appropriate education for students on long-term suspension to direct the state board of education to adopt a policy to require all teachers and administrators to take three renewal credits in diversity training, anger management, conflict resolution, or classroom management and to determine whether teacher preparation programs should require similar courses.
Education Bill Tracking Database Retrieved March 7, 2009, from http://snipurl.com/billtrack17325
Year Passed: 2008
Citation: RI H 7569
Bill Summary: Allows training programs in school districts or public schools to teach pupils to resolve conflict without violence, training school staff to promote conflict resolution, use mediation techniques and early detection to reduce incidents of violence and lastly to empower students upon graduation to be positive, productive members of society. This act would take effect upon passage.
Education Bill Tracking Database Retrieved March 7, 2009, from http://snipurl.com/billtrack12913
Tenn. Code Ann. § 49-2-118 (2009). Retrieved June 9, 2009 from LexisNexis.
Bill Text: Conflict resolution intervention programs — Yearly effectiveness report.
(a) Each LEA shall implement for grades one through six (1-6) an intervention program that utilizes conflict resolution and decision-making strategies aimed at preventing occurrences of disruptive acts by students within the school and on school property.
(b) Each year the commissioner of education shall require a report from each LEA, to be submitted to the commissioner on or before November 1 of each year, on the conflict resolution intervention programs implemented during the previous school year. The programs must be in accordance with subsection (a). The commissioner will annually report the summary of the findings to the governor and to the education committees of the house and the senate on or before February 15. The report at a minimum shall include the number of students who participated in the program, the conflict resolution and decision-making strategies employed, the number of times and the manner in which the program was presented, observations as to whether the program affected or altered occurrences of disruptive acts by students within the schools of each respective LEA and on school property, and any other information which would be useful to the governor and the general assembly in evaluating the overall effectiveness of such a program.
[Acts 1999, ch. 256, § 2; 2000, ch. 772, § 1; 2001, ch. 44, §§ 1, 2; 2005, ch. 335, §§ 1, 2.]
Acts 2005, ch. 335, § 3 provided that the amendment by that Act shall apply to school years commencing on or after July 1, 2005.
The 2005 amendment, in (a), substituted “grades one through six (1-6)” for “grades one (1) and two (2)” near the beginning of the first sentence and deleted the former last sentence which read:
“Each LEA is encouraged to implement such an intervention program for grades three through six (3-6).” and substituted “will require a report from each LEA to be submitted to the commissioner” for “will randomly select five (5) LEAs from each grand division that are representative of the composition of the entire state, and the LEAs will submit to the commissioner a report” in the first sentence of (b).
Acts 2005, ch. 335, § 3. July 1, 2005.