Tracking List: MSCA

HB 1628 -- HIGHER EDUCATION (Haley) COMMITTEE OF ORIGIN: Standing Committee on Higher Education and Workforce Development This bill updates provisions of statute that relate to the Department of Higher Education and Workforce Development and repeals statutes for outdated programs. Changes throughout the bill include changing the "Division of Workforce Development in the Department of Economic Development" to the "Office of Workforce Development in the Department of Higher Education and Workforce Development" to reflect the current governance. The bill repeals the following statutes relating to: (1) The "Career Readiness Course Task Force" dually enacted(Section 167.910, RSMo); and (2) The "Vietnam Veteran's Survivor Grant" which expired in 2015 (Section 173.236); This bill is similar to HCS HB 606 (2025) and HB 2650 (2024).

HCS HBs 2120 & 1698 -- SCHOOL ANTIBULLYING POLICIES (Black) COMMITTEE OF ORIGIN: Standing Committee on Elementary and Secondary Education This bill modifies Section 160.775, RSMo, by establishing "Sawyer's Law". The bill defines the terms "act of school violence" or "violent behavior", "crime", and "zero-tolerance disciplinary policy". The bill requires any school bullying policy to include a restriction on zero-tolerance disciplinary policies for any student who is a victim of bullying. A statement regarding any student who engages in self defense must be considered by the school district or charter school administration when determining any disciplinary action for a student who was responding to an act of school violence or violent behavior committed against the student. The bill requires charter schools to adopt and school districts to update current school bullying policies. This bill requires that all reported incidents be submitted in writing and that the results of an investigation include a description of any interventions, initiatives, techniques, or discipline provided to all students involved on a standardized form developed by the district. The policy is required to outline a procedure for responding to an investigation that finds an act of bullying has occurred. The procedure must include notifying the parents of the bullying student and students committing acts of bullying being included in educational trainings and prevention initiatives. The bill requires the policy to outline annual mandatory training for any district employee and volunteer who has contact with students; training on appropriate interventions and associated liability for action or inaction must be included in the training. This bill requires the school administration to report monthly to the school board all acts of bullying, discipline for bullying, and all other disciplinary referrals. The school board must review the monthly report in a closed meeting and address concerns related to reported incidents within 30 days. The bill provides immunity from liability for any school district employee and volunteer who intervenes in an incident of school violence, violent behavior, or criminal actions against any student that is a victim of bullying; the bill specifies that the employee must follow the proper procedure and act in good faith to intervene under the defense of justification provided under Chapter 563. The bill provides protection from civil liability for any school district or charter school for disciplinary actions if the procedures were properly followed and if a suit is brought the school may recoup attorney's fees if they prevail. This bill requires that, for reporting requirements for mandated reporters under Section 210.115, bullying, incidents of school violence, and crime are considered abuse and required to be reported, with protections provided for reporting compliance. The bill prevents charter schools from expelling or transferring a student out of the school solely due to reports of bullying. This bill is similar to HB 351 (2025).

COMMITTEE ACTION: Voted "Do Pass" by the Standing Committee on Government Efficiency by a vote of 9 to 6 with 2 members voting present. Voted to "Return to Committee of Origin" by a vote of 9 to 2. This act repeals a number of expired, terminated, sunset, and obsolete statutes and references to such statutes contained in another statutes. The bill repeals the Missouri Economic Diversification and Afforestation Act of 1990. Currently, a local board of education for a school district must establish a written policy of discipline that includes the district's determination on the use of corporal punishment. This bill repeals the provisions on the use of corporal punishment. Further, the bill repeals a provision of current law that states that spanking, when administered by certified school personnel and in the presence of a school district employee, is not considered child abuse. This bill also repeals a number of provisions of law concerning the acquisition of one insurance company by another, the payment of dividends by insurance companies, required deposits by life insurance companies; assessment plan life insurance and stipulated premium plan life insurance, mutual insurance companies other than for life and fire, and required cash reserves for reciprocal or inter-insurance exchanges. PROPONENTS: Supporters say that the provisions of this bill do not change any substantive language, except for those provisions related to school-sponsored spanking of students. Supporters further state that bills of this nature used to be passed into law frequently, but no "clean up" bills have been signed into law in recent years. Such clean up measures are long overdue. Testifying in person for the bill were Senator Coleman; and Arnie Dienoff. OPPONENTS: There was no opposition voiced to the committee. Written testimony has been submitted for this bill. The full written testimony and witnesses testifying online can be found under Testimony on the bill page on the House website.

SCS/SB 1085 - This act prohibits public school and charter school staff members from encouraging minor students in their "social transition", defined as the process of a minor student changing his or her gender presentation or expression, with the goal of being perceived and treated as a gender different from the student's biological sex. The act defines a "staff member" as a teacher, school employee, volunteer, contractor, or other individual authorized to provide services at a public school or charter school, including, but not limited to, any individual in a position of authority or responsibility, such as a counselor or health care worker.   School staff members shall neither encourage a minor student to withhold information from his or her parent nor withhold certain health information from a student's parent. A staff member shall notify a minor student's parent within 24 hours of receiving a request by the student to participate in the student's social transition. The act outlines certain actions that trigger this parental notification requirement, including a minor student's request to be referred to by a pronoun that does not correspond to the student's biological sex; a request to use a name that does not correspond to the student's legal name; a request to use a restroom designated for the opposite biological sex; or a request to participate on an athletic team designated for the opposite biological sex.   No staff member shall engage in any conduct that facilitates the social transition of any minor student; deliver any presentation or lesson to any minor student regarding gender transition or social transition; or refer to a minor student by a title or pronoun that does not correspond to the student's biological sex, or by a name other than the student's legal name or a nickname or derivative thereof.   A staff member or student shall not be subject to any disciplinary action for declining to address a person using a name that does not correspond to the person's legal name or a pronoun that is inconsistent with the person's biological sex.   A staff member who discloses a violation of this act by another staff member shall be protected from any manner of retaliation as set forth in current law. If a school district discovers that a licensed educator has knowingly violated any provision of this act, the school district shall initiate disciplinary proceedings against that staff member, up to and including suspension or revocation of the individual's teaching license and suspension or termination of employment, as appropriate. A licensed educator at a charter school shall also be subject to disciplinary proceedings for violations of the act, up to and including suspension or revocation of the individual's teaching license and suspension or termination of employment, as provided in the act.   The Attorney General may bring a civil action, including an action for injunctive relief, against a school district, public school, charter school, or staff member for any violation of this act. Any parent of a minor student may bring a civil action, including an action for injunctive relief or for damages, against the staff member or against the school district, public school, or charter school in which such minor student is enrolled for any violation of this act. If the parent prevails, the court shall award to such parent court costs and reasonable attorney's fees and any other damages or remedy which in the judgment of the court shall be appropriate.   Any staff member may bring a civil action, including an action for injunctive relief or for damages, against the school district, public school, or charter school that employs such staff member for any violation of the act's prohibitions on certain disciplinary or retaliatory actions against school staff members.   This act is similar to HB 2580 (2026). OLIVIA SHANNON

SB 1315 - This act requires schools that receive state funding and are subject to the federal Protection of Pupil Rights Amendment (PPPRA), including charter schools, to notify a student's parent at least 24 hours before presenting a survey to the student. The school must also disclose the full survey contents and obtain written parental consent if the survey asks any question relating to an item protected under the PPRA, including questions regarding political affiliations; mental or psychological problems, including substance abuse issues; sexual behavior or attitudes; illegal, antisocial, self-incriminating, or demeaning behavior; critical appraisals of family members; legally recognized privileged relationships; religious practices, affiliations, or beliefs; or income, except as required to determine eligibility for participation in a program or to receive financial assistance under such program. A school may disclose the survey's contents by posting the survey on the school website on a page that is easily accessible to parents, provided that parents are individually notified of such posting. The Attorney General or the prosecuting or circuit attorney in the county in which a violation of this act occurs may bring a civil action, including an action for injunctive relief, against any school district or charter school, as well as any school official or paid or unpaid agent of a school, for any intentional or grossly negligent violation of the act, or for negligent supervision of an individual leading to a violation of the act. The court shall impose a fine of $500 for each grossly negligent violation and $2000 for each violation that occurs intentionally or as the result of negligent supervision. A student's parent may bring a civil action against any school district or charter school, as well as any school official or paid or unpaid agent of a school, for any intentional or grossly negligent violation of the act that affects such parent's child, or for negligent supervision of an individual leading to a violation that affects such parent's child. The court shall award to the parent $500 plus court costs and reasonable attorney's fees for each grossly negligent violation and $2,000 plus court costs and reasonable attorney's fees for each violation that occurs intentionally or as the result of negligent supervision. This act is identical to SS/SB 223 (2025).OLIVIA SHANNON

This bill creates the "Missouri Pathways to Access and Success Act" (PASA) which requires public institutions of higher education to adopt a policy on the documentation required for students to establish a disability and that they are eligible for accommodations. The bill provides examples of acceptable documentation including a prior individualized education program (IEP), 504 plan, or services under the Americans with Disabilities Act (ADA), among others listed in the bill. Institutions must be transparent and provide information on the determination of eligibility to students, parents, and faculty as well as on the institution's website. The bill requires licensing bodies that administer a professional licensing exam as a requirement for obtaining a license, certificate, registration, permit, or other authorization to legally practice an occupation or profession in Missouri to take into account an applicant's documented history of accommodations on comparable standardized exams. Such accommodations must be granted to applicants unless evidence indicates that the nature of the exam would be altered or an undue burden would occur. Licensing bodies must treat qualified treating professionals' opinions with deference and consider them valid. Written notification from the licensing bodies must be provided within 30 days after receiving an application requesting accommodations and denials must include detailed explanations. Documentation requirements must not be excessive and applicants have a right to appeal a denial to an independent review panel established within the Division of Professional Registration of the Department of Commerce and Insurance. The bill provides for reimbursement of attorney's fees and costs incurred in administrative proceedings, appeals, or litigation necessary to obtain accommodations if the review panel finds in favor of the applicant. The bill requires that before February 1st licensing bodies report annually to the Department on the number of requests received, granted, denied, and appealed and the outcomes of each request and that such bodies complete ADA and accommodation compliance training every two years. The training will be provided by an approved ADA compliance expert as determined by the Missouri Commission on Human Rights or a Federally recognized entity.

This bill modifies Section 160.775, RSMo, and specifies that the section be known as "Sawyer's Law". The bill defines "act of school violence" or "violent behavior" the same as bullying and provides a definition for a "zero- tolerance disciplinary policy". The bill requires any school bullying policy to include a restriction on zero-tolerance disciplinary policies and a requirement for the school to consider if the student was responding to an act of school violence or violent behavior committed against the student. The bill requires charter schools to adopt and school districts to update current school bullying policies. Currently, employees who witness an incident of bullying must report the incident within two days. This bill lowers the reporting requirement to immediately upon the employee witnessing the incident and requires that all reported incidents be submitted in writing. Results of investigations must include a description of any interventions, initiatives, techniques, or discipline provided to all students involved on a standardized form developed by the district. The policy is required to outline a procedure for responding to an investigation that finds an act of bullying has occurred. The procedure must include notifying the parents or guardians of the bullied student and of the bullying student. If the investigation finds that the bullying meets the criteria of 2nd degree harassment, a referral must be sent to law enforcement, or to the Children's Division if the bullying student is under 11 years of age. Additionally, students committing acts of bullying must be included in educational trainings and prevention initiatives. The bill requires the policy to outline annual mandatory training for any district or charter school employee and volunteer that has contact with students; training on appropriate interventions and associated liability for action or inaction must be included in the training. This bill requires the school administration to report monthly to the school board or governing board all acts of bullying, discipline for bullying, and all other disciplinary referrals. The school board or governing board must review the monthly report in a closed meeting and address concerns related to reported incidents within 30 days. The bill provides immunity from liability for any school district or charter school employee and volunteer who intervenes in an incident of school violence, violent behavior, or criminal actions against any student that is a victim of bullying; the bill specifies that the employee must follow the proper procedure and act in good faith to intervene under the defense of justification provided under Chapter 563. The bill provides protection from civil liability for any school district or charter school for disciplinary actions if the procedures were properly followed and if a suit is brought the school may recoup attorney's fees if they prevail. This bill requires that for reporting requirements for mandated reporters under Section 210.115, bullying, incidents of school violence, and crime, are considered abuse and required to be reported, with protections provided for reporting compliance. The bill prevents a charter school from expelling or transferring a student out of the school solely due to reports of bullying. This bill is similar to HB 351 (2025).

COMMITTEE ACTION: Voted "Do Pass" by the Standing Committee on Children and Families by a vote of 15 to 0. This bill establishes the "Media Literacy and Critical Thinking Act". The bill defines "media literacy" to include concepts such as, but not limited to: an individual's ability to access, analyze, evaluate, and participate with all forms of media, including news in print and social media content, and recognize bias and stereotypes in media, as well as Internet safety. This bill requires the Department of Elementary and Secondary Education to establish a "Media Literacy and Critical Thinking" Pilot Program for the 2027-28 and 2028-29 school years. Between five and seven diverse schools will be selected by DESE to participate in the Pilot Program as specified in the bill. The Program will address media literacy, develop strategies for student learning in classroom curricula, and demonstrate various literacy strategies used. Pilot Program schools must provide a report to DESE before August 1, 2029, and before January 1, 2030, DESE must compile and submit a summary report to the General Assembly. The Pilot Program terminates June 30, 2029. This section expires December 31, 2029. This bill is similar to HB 1513 (2024) and HB 116 (2025). PROPONENTS: Supporters say that something must be done to help the children manage the way that they receive information in the new digital age. Students need to learn that what they see and hear is being shown to them in order to influence them one way or another. This would be a pilot program with the purpose of teaching our children to internalize critical thinking. The ability to verify information is what?s important. This bill is sorely needed. Testifying in person for the bill were Representative Murphy; Missouri State Teachers Association; Missouri National Education Association; Arnie Dienoff; and Missouri Press Association. OPPONENTS: There was no opposition voiced to the committee. Written testimony has been submitted for this bill. The full written testimony and witnesses testifying online can be found under Testimony on the bill page on the House website.

This bill establishes the "College Admission and Financial Aid Letter Consistency Task Force" with the purpose of developing standardized forms for public colleges and universities to use for admission letters and student financial aid award letters. Requirements for the forms are specified in the bill. The Task Force will be comprised of 15 members, appointed as specified in the bill, before October 1, 2026. The Task Force will submit a report to the Speaker of the House, the President Pro Tem of the Senate, the Joint Committee on Education, and the Coordinating Board for Higher Education before January 1, 2027, at which time the Task Force will dissolve. This bill is similar to HB 442 (2025) and HB 2637 (2024).

COMMITTEE ACTION: Voted "Do Pass with HCS" by the Standing Committee on Elementary and Secondary Education by a vote of 18 to 0. The following is a summary of the House Committee Substitute for HB 2195. This bill creates the "Missouri Integrated Safe Driving Program" and provides that the Program will inform pupils about requirements for obtaining driving permits, emphasis on the knowledge, attitudes, habits, and skills necessary to safely operate a vehicle, instruct on distracted driving and traffic stops, and provide data on driver safety and risky behavior. The Program will also provide instructions on safety concerns relating to pedestrians, commercial motor vehicles, motorcycles and potentially hazardous encounters on the road. The Department of Elementary and Secondary Education will receive and vet lessons from districts and professional organizations that will integrate the tenants of the safe driving program into courses that students are taking. Beginning in the 2027-28 school year districts can adopt a plan to implement and use lessons. The instruction does not require physical operation of a vehicle and the bill does not prohibit schools from offering additional driver education courses. This bill is similar to HCS HB 248 (2025). The following is a summary of the public testimony from the committee hearing. The testimony was based on the introduced version of the bill. PROPONENTS: Supporters say that this bill will have zero fiscal impact as it merely requires the creation of lessons on driver safety that can be integrated into the school curriculum. Having better, safer teen drivers is important as they are currently at the most risk for fatal accidents. Adding additional traffic law compliance pieces and a focus on pedestrian and motorcycle safety is also important. Testifying in person for the bill were Representative Reedy; Kimberly St Clair, Doc Dash Global, Inc; Jackson Hotaling, Missourians For Responsible Transportation; Nicholas Chabarria, AAA Missouri; Deanna Rhodes-Widmer; Joe Widmer, Freedom of Road Riders, Inc.; Missouri Insurance Coalition; and ABATE for Missouri; OPPONENTS: There was no opposition voiced to the committee. OTHERS: Others testifying on the bill say that in the last three years there as been a decrease in traffic fatalities but teen drivers are still the leading contributors with 12% of fatal crashes. Teen drivers only have, at times, 48 months of experience and often make poor decisions. Education is important and this is a fiscally efficient effort that can be beneficial. Testifying in person on the bill was Joe Jones, Missouri Department of Transportation. Written testimony has been submitted for this bill. The full written testimony and witnesses testifying online can be found under Testimony on the bill page on the House website.

This bill establishes financial supplements for public schools to employ school nurses and mental health professionals. School districts must apply to the Department of Elementary and Secondary Education (DESE). A school may also use the financial supplement for telehealth nursing or mental health services. Preference is given to schools demonstrating the greatest need based on criteria specified by the Department. The bill creates the "School Nurse Financial Supplement Fund" and the "School Mental Health Professional Financial Supplement Fund", and requires DESE to create rules ensuring that positions funded with supplement money only perform duties associated with the job title, and preference be given to schools that demonstrate the greatest need. This bill is similar to HB 355 (2025), HB 2858 (2024), and to HB 1348 (2023).

COMMITTEE ACTION: Voted "Do Pass with HCS" by the Standing Committee on Financial Institutions by a vote of 14 to 0. The following is a summary of the House Committee Substitute for HBs 2303 & 2867. Under the provisions of this bill, all school districts, starting in the 2027-28 school year, must require students to complete a one-half unit of credit in personal finance in order to graduate high school. The instruction regarding personal finance is outlined in the bill. Schools can waive the requirement for certain transfer students, as specified in the bill. This bill requires the Department of Elementary and Secondary Education to convene a work group to develop and recommend academic performance standards relating to the one-half unit of credit in personal finance. Members of the work group must include educators who provide instruction in personal finance, a representative from the Department, members of the banking industry, or other groups specified in the bill, with at least 25% of the members comprised of educators. The State Board of Education (SBE) must adopt and implement academic performance standards for the 2027-28 school year and all subsequent school years. Every five years, the SBE will review the academic performance standards to determine whether they should be updated to reflect trends and best practices in the current economy. This bill is similar to HB 1180 (2025). The following is a summary of the public testimony from the committee hearing. The testimony was based on the introduced version of the bill. PROPONENTS: Supporters say that this bill will help educate people on fraud and lending, credit uses, financial processes, insurance, and taxes, all with the goal of allowing people to make financial decisions earlier and avoid financial hardship. Implementing this education in the public education system will help Missouri's economy, tax revenue, and citizens in the long run. Testifying in person for the bill were Representative Oehlerking; Missouri Bankers Association; Mortgage Bankers Association of Missouri; Missouri Consumer Credit Coalition; Missouri Credit Union Association; Kyerra Johnson; and Arnie Dienoff. OPPONENTS: There was no opposition voiced to the committee. Written testimony has been submitted for this bill. The full written testimony and witnesses testifying online can be found under Testimony on the bill page on the House website.

COMMITTEE ACTION: Voted "Do Pass" by the Standing Committee on Elementary and Secondary Education by a vote of 10 to 4 with 2 voting present. This bill requires public schools that serve students with an individualized education program (IEP) to implement parental consent procedures. Written parental consent must be obtained and maintained for initial placement, placement changes, removal of service, or the reduction or addition of service minutes by more than 25% as specified in the bill. If the parents and local educational agency (LEA) only reach an agreement on certain IEP services or interim placement, the child's new IEP will only be implemented in the areas of agreement with the current services remaining unchanged unless the local education agency follows procedures specified in the bill. The bill states that if consent is not provided within ten school days, the LEA and the parents must include an additional addendum to a child's IEP on areas of disagreement and provide resolution for the disagreement within 20 days with the option of an additional 20 days with consent from both parties as long as progress or additional agreements are reached. Dispute resolution options are provided and can occur upon request of either the school district or the parent of the child. If a child is identified as eligible for special education services, the parents have the right to schedule a visit for any program proposed for their child as long as that visit does not interfere with instruction. The Department of Elementary and Secondary Education must adopt a parental consent form, as specified in the bill, that each school district will provide to parents. Districts may not proceed with implementation of a student's IEP without the parental consent form completed except as provided in the bill. The bill has a delayed effective date of July 1, 2027. This bill is similar to HCS HB 477 (2025). PROPONENTS: Supporters say that special education and regular teachers must cooperate in all decisions and planning, not just at the initial stage and this bill provides for on-going communication with parents to ensure that the needs of students are foremost in the considerations. The district is not prohibited from having students removed for behavioral issues and a "no change" that takes place under 10 days would not necessarily require parental input. Language like this bill will help alleviate the necessity to litigate changes as there will be more opportunities to communicate about changes. Testifying in person for the bill were Representative Oehlerking; Paraquad; Jonny Fariole; Missouri NEA; Missouri Disability Empowerment Foundation; and Jacob Wilcutt OPPONENTS: There was no opposition voiced to the committee. Written testimony has been submitted for this bill. The full written testimony and witnesses testifying online can be found under Testimony on the bill page on the House website.

This bill prohibits public school staff members from encouraging minor students in their "social transition", defined as engaging in certain activities with the goal of helping a student become perceived as a member of the opposite biological sex. A school staff member must notify the principal or the principal's designee within 24 hours of a minor student's request that the staff member assist with the student's social transition. The principal must notify the parents of the student within 72 hours of the initial request for assistance. No staff member of any public school shall engage in any conduct that facilitates the social transition of any minor student, including any counseling that affirms the student's self- identification as a biological sex other than the student's actual biological sex. No staff member of any public school will initiate a conversation with, or deliver any presentation or lesson to, any minor student regarding gender transition, as defined in current law. A school employee who discloses a violation of this bill by a school official is protected from any manner of retaliation as set forth in current law. If a school district discovers that a licensed educator has knowingly violated any provision of this bill, the school district must initiate proceedings seeking to terminate the employment of the staff member and to suspend or revoke the individual's teaching license, as specified in the bill. The Attorney General may bring a civil action, including an action for injunctive relief, against a school district or school for any violation of this bill. Any parent of a minor student may bring a civil action, including an action for injunctive relief or for damages, against the school district or public school in which the minor student is enrolled for any violation of this bill. If the parent prevails, the court must award the parent court costs and reasonable attorney's fees and any other damages or remedy which in the judgment of the court is appropriate. This bill is similar to SB 1085 (2026).

COMMITTEE ACTION: Voted "Do Pass with HCS" by the Standing Committee on Higher Education and Workforce Development by a vote of 10 to 0. The following is a summary of the House Committee Substitute for HB 2585. This bill expands the role of and moves the Missouri Workforce Development Board from the Department of Economic Development to the Office of Workforce Development within the Department of Higher Education and Workforce Development to reflect the current governance. This bill requires the Governor, in consultation with the Missouri Workforce Development Board, to approve workforce training programs that are eligible for federal Workforce Pell Grants if they prepare students for a high-skill industry sector or occupation, a high-wage industry sector or occupation, or an in-demand industry sector or occupation, as such terms are defined in the bill. The Board shall establish a process for institutions and programs to apply for approval and appeal denials of Workforce Pell Grants, shall coordinate approval of eligible workforce training programs with other state and federal workforce programs, and shall require eligible workforce training programs to provide verifiable data demonstrating program outcomes. This bill is similar to SB 1196 (2026). The following is a summary of the public testimony from the committee hearing. The testimony was based on the introduced version of the bill. PROPONENTS: Supporters say that this will help ensure compliance with the Federal government and align our workforce with state projects. There should be more students in high skill and high wage sectors and this language will provide transparency in reporting with a targeted data driven approach. The Missouri workforce is top of the mind for colleges and universities and this bill will allow access to additional Pell grant dollars for certificate programs. Testifying in person for the bill were Representative Casteel; Missouri Community College Association; FGA Action; and Missouri Chamber Of Commerce. OPPONENTS: There was no opposition voiced to the committee. Written testimony has been submitted for this bill. The full written testimony and witnesses testifying online can be found under Testimony on the bill page on the House website.

This bill establishes the "Youth Workforce Development Program" within the Department of Higher Education and Workforce Development (DHEWD). The Program provides participants with opportunities to enter the workforce along with the skills necessary to be successful in the workplace. The Department will work with the Department of Social Services (DSS) and the Department of Elementary and Secondary Education (DESE) to develop the Program as specified in the bill. The bill defines "at-risk youth" as youth who experience social, economic, familial, or behavioral problems that make them vulnerable to delinquency or the use of illegal drugs, with identified risk factors that increase vulnerability. The program is specifically for St. Louis County and the City of St. Louis and limited to 500 participants in the first year. The goals of the Program include job training and creating certification programs for high-demand industries, establishing internships with local businesses, educating youth regarding healthy relationships, marriage, and future family roles, and providing training for life skills. Working with juvenile detention facilities, DHEWD will create within the facility a center for vocational training, resume- building workshops, and high school diplomas. The Department will also work with high schools in the region, local businesses, agencies and community leaders, including nonprofits and faith- based organizations to provide for basic needs and workforce opportunities for participants. The bill specifies that a youth may be referred to the Program by the juvenile court, DSS, or school, if the youth has been identified as high risk. A metric to determine the criteria will be developed by DHEWD for participation in the program. The bill creates the "Youth Workforce Development Program Fund" to be used for specified uses including transportation, child care, and mental health services. By October 1, 2027, and each year after, the departments must create and submit a report to the Governor, Speaker of the House of Representatives, and President Pro Tem of the Senate as specified in the bill. This program sunsets six years after the effective date. This bill is similar to HB 1449 (2025).

Beginning in the 2027-28 school year, suicide prevention training and school district policies on youth suicide awareness are required to include training and guidance on using the Columbia Protocol, also known as the Columbia-Suicide Severity Rating Scale (C-SSRS), for suicide risk assessment and training on the mental health virtual tool created under this bill. Beginning in the 2027-28 school year, mental health awareness training currently provided in grades nine to 12 must be expanded to include additional age appropriate instruction relating to suicide awareness, tools for identifying potential suicide signs, strategies and protocols for helping students at risk, and other provisions specified in the bill. The bill requires that the current mental health training and awareness instruction be expanded to grades five to eight beginning in the 2027-28 school year; this provision will be known as "Brennan's Law" and such instruction must be included in existing health or physical education curriculum. The bill requires the Department of Mental Health's Children's Office to develop and implement a virtual tool to enhance access to mental health resources. Criteria for the virtual tool include an online resource directory, a method to allow individual screening and assessment relating to mental health, and additional information and support deemed necessary by the Department. This bill is similar to HB 1529 and HB 244 (2025).

COMMITTEE ACTION: Voted "Do Pass with HCS" by the Standing Committee on Children and Families by a vote of 13 to 0. The following is a summary of the House Committee Substitute for HB 3077. This bill requires school districts to develop instructional materials for grades three-12 with at least one unit of responsible social media use and beginning in the 2027-28 school year, to teach such curriculum annually. The bill outlines information the instructional materials must provide including, but not limited to, the permanency and risks of sharing material online; maintaining personal security and identify cyberbullying, predatory behavior, and human trafficking on the internet and social media; and how to report criminal suspicious activity or explicit content encountered on the internet and social media. Districts can also include benefits of social media in the instructional materials and use instructional materials developed by a third-party that is recognized by the Department of Elementary and Secondary Education. The bill also requires districts to provide resources to staff and families regarding technology use, as provided in the bill. The following is a summary of the public testimony from the committee hearing. The testimony was based on the introduced version of the bill. PROPONENTS: Supporters say that this bill has a simple goal of ensuring that safe and secure social media use is taught. Many don't understand the permanency of pictures sent online. Adults in teens' lives need to be taught as well. Many school districts are attempting programs like this prior to legislative implementation. Responsible social media use can be integrated in many different curricula and schools can be creative in how they implement the program, without putting additional burdens on the school system. Testifying in person for the bill were Representative Schmidt; Arnie C. Dienoff; Missouri Network Against Child Abuse; Stephanie Embry; and Cara Gerdiman, Kid's Harbor. OPPONENTS: There was no opposition voiced to the committee. Written testimony has been submitted for this bill. The full written testimony and witnesses testifying online can be found under Testimony on the bill page on the House website.

This bill repeals or modifies duties of the Joint Committee on Education that have expired or changed. Currently, Section 21.487, RSMo, requires that the committee develop a comprehensive funding formula for public institutions of higher education. The deadline for that formula was 2015. This bill modifies the provision to require a report from the Department of Higher Education and Workforce Development and make recommendations to the General Assembly. Repealed duties include a provision requiring: the creation of a committee to investigate facility access and affordability for charter schools , which provision expired in 2016 in Section 160.405; a report on the review of policies and procedures in remedial education, which provision expired in 2017 in Section 173.750; the repeal of the Career Readiness Course Task Force, which dissolved in 2019 in Section 167.910; the review of the study on information technology certificates, which provision expired in 2015 in Section 173.680; and technical and administrative support for the Legislative Task Force on Dyslexia, which provision expired in 2018 in Section 633.420.

Beginning July 1, 2027, school districts must have in place protocols for helping students who may be at risk of self-harm. Protocols include reporting to designated staff members and parental notification. The designated staff member will perform a risk assessment and the student may not be released from school until the parent or guardian has received notice.

SB 1014 - Beginning in the 2027-28 school year and continuing in subsequent school years, this act modifies the "Jason Flatt/Avery Reine Cantor Act" by adding a requirement for school districts to provide at least two hours of suicide prevention training to all licensed educators. For the 2028-29 school year and all subsequent school years, such training shall include risk and protective factors, warning signs, response procedures, and postvention support, as the term "postvention" is defined in the act. The Department of Elementary and Secondary Education (DESE) shall include such information in its guidelines for training or professional development in youth suicide awareness and prevention. The act repeals provisions requiring public schools and charter schools to print certain contact information on identification cards for pupils in grades 7-12. By July 1, 2027, pupil identification cards shall include only the three-digit dialing code for the Suicide and Crisis Lifeline, 988. Any unissued cards that include additional contact information shall continue to be issued until the supply of cards is depleted. For the 2028-29 school year and all subsequent school years, each school district shall update its policy on youth suicide awareness and prevention training for school district employees to include risk and protective factors, warning signs, response procedures, and postvention support. The corresponding model policy currently developed by DESE shall be updated accordingly. Finally, beginning in the 2027-28 school year and in each subsequent school year, the act requires each pupil in a public school to receive mental health awareness training at any time in grades 5-8. Such instruction shall be included in the school district's existing health or physical education curriculum and shall be based on a program established by DESE. This act is similar to SB 695 (2025) and provisions in HB 244 (2025) and HCS/HB 2471 (2024).OLIVIA SHANNON

SB 1334 - This act establishes the "Vulnerable Child Compassion and Protection Act", which prohibits any school official at a public school or charter school from encouraging a student under the age of eighteen years old to adopt a gender identity or sexual relationship, as such terms are defined in the act. This prohibition shall not apply to certain course components of a school's curriculum. The act also establishes provisions prohibiting school officials from withholding information regarding a student's gender identity from his or her parents. A school official shall inform a student's parents within forty-eight hours if the student expresses confusion about his or her gender identity. A school official shall obtain parental consent before addressing a student using a name other than the name provided during enrollment. Finally, a school official shall obtain parental consent before using a pronoun that differs from a student's biological sex as stated on his or her birth certificate or other government record, as provided in the act. No public school or charter school shall require a school official to address someone using a pronoun that does not match the person's biological sex if doing so would be contrary to the school official's religious or moral convictions. A school district or charter school shall determine a reasonable and fair penalty for any school official who knowingly violates any provision of this act. This act is identical to SB 117 (2025), substantially similar to SB 868 (2024), and similar to SCS/SB 134 (2023) and provisions in SCS/SB 728 (2024) and HB 1739 (2024).OLIVIA SHANNON

SB 1567 - This act establishes the "Missouri Integrated Safe Driving Program" to provide standardized driver education instruction and training for pupils in grades 9-12. The program shall include instruction on the safe operation of motor vehicles, the rules of the road, and applicable motor vehicle laws, including Missouri's driver licensing system. The Department of Elementary and Secondary Education (DESE) shall receive and review sample instructional lessons from recognized statewide professional organizations and school districts and shall make approved sample lessons available to school districts and charter schools. Beginning with the 2027–28 school year, school districts and charter schools may implement a plan adopting the program and may utilize the sample lessons provided by DESE. The program shall promote knowledge, attitudes, habits, and skills necessary for safe driving; address distracted driving as a significant traffic safety concern; explain law enforcement procedures during traffic stops; and provide current data regarding risky driving behaviors. Districts may require pupil participation in program-related lessons within existing courses, as provided in the act. The program shall not require pupils to physically operate a motor vehicle; nor shall the program be construed to prohibit school districts or charter schools from offering other elective driver education courses. This act is substantially similar to HB 2195 (2026).OLIVIA SHANNON

SB 1729 - Currently, a school district is required to give students the opportunity to take the ACT WorkKeys assessment required for the National Career Readiness Certificate ("WorkKeys"), at no cost to the student, only if the Department of Elementary and Secondary Education directs a state-funded census administration of the ACT assessment or if the school district funds the administration of the ACT assessment. Under this act, a school district shall administer college and career readiness assessments, including a career readiness assessment that leads to a nationally recognized work readiness certificate, in a manner and frequency prescribed by the State Board of Education. Such assessments shall be administered to each student before the student graduates from high school. A career readiness assessment may include WorkKeys. A school district may offer additional college and career readiness assessments, at no cost to the student, by using funds appropriated by the General Assembly for such purpose. Additionally, each public institution of higher education may adopt and implement a policy to use a credential earned through WorkKeys as a transcribable credit toward the attainment of a postsecondary technical degree as recommended by the American Council on Education national guide.OLIVIA SHANNON

SB 1778 - This act establishes provisions relating to personal finance curriculum requirements for public school students. "Personal finance" is defined as a course encompassing financial literacy and the current tools, resources, and disciplines necessary for success in the modern economy. Instruction in financial literacy shall include certain topics specified in the act, such as earning income and understanding paychecks; budgeting and expense management; saving and long-term financial planning; banking and financial services; credit, loans, and interest; responsible credit card use; investing, retirement accounts, and compound interest; fraud prevention and financial safety; taxes and civic financial responsibilities; and the understanding of contracts and major purchases, including housing and automobiles. The Department of Elementary and Secondary Education (DESE) shall convene a work group to develop and recommend academic performance standards for instruction in personal finance. The work group shall include educators, a DESE representative, and up to two representatives from each of the following sectors: banking, entrepreneurship, nonprofit organizations focused on educating young professionals and entrepreneurs, investment, student loans, retirement planning, and insurance. DESE shall determine the total membership of the work group, provided that not less than 25% of the members shall be educators who teach personal finance. The State Board of Education shall adopt and implement academic performance standards relating to personal finance for the 2027–28 school year and all subsequent school years. Such standards shall be reviewed every seven years to ensure they reflect current economic trends and best practices. For the 2027–28 school year and all subsequent school years, each school district shall require every student, after completion of 9th grade, to complete one-half unit of credit in personal finance prior to receiving a high school diploma. A school district may waive this requirement for a student transferring from outside Missouri upon receipt of documentation demonstrating the student's successful completion of a substantially similar course. A school district may also permit a 9th grade student to complete the required credit upon the recommendation of a school counselor, as provided in the act. Certain provisions of state law relating to the development of academic performance standards shall not apply to this act. This act is identical to HB 2867 (2026) and similar to HB 2303 (2026).OLIVIA SHANNON