New York Senate Bill S06806

New York 2025-2026 Regular Session

• Introduced: 3/24/25
• Refer: 3/24/25
• Refer: 1/7/26

Caption

Requires school districts and charter schools to establish a task force to make recommendations on model curriculum or instruction on the political, economic, and social contributions of lesbian, gay, bisexual, transgender, queer, intersex, and asexual people, in an appropriate place in the curriculum of middle school and high school students.

Summary

S06806 would amend the Education Law to create a state task force focused on developing model curriculum or instructional guidance about the political, economic, and social contributions of LGBTQIA people. The task force would study how this content should be incorporated into middle school and high school instruction and would also examine policies, procedures, and best practices for selecting inclusive instructional materials. The bill sets out an eleven-member task force appointed by the governor, legislative leaders, the Board of Regents, and the commissioner or designee, with attention to diversity and relevant educational background. The task force would be required to produce a report with recommendations for the governor, Legislature, Board of Regents, and education officials within one year after appointments are completed. The act would take effect July 1 following enactment and apply to school years beginning on or after that date.

Impact

If enacted, the bill would add a new section to the Education Law and create a formal state process for studying and recommending inclusive LGBTQIA-related curriculum for middle and high school students. It would not itself mandate a specific curriculum statewide, but it would direct education policymakers to develop model instruction and guidance that school districts and charter schools could use when selecting instructional materials and designing lessons. The bill would affect the State Education Department, the Board of Regents, and local school districts and charter schools by establishing a framework for future curriculum recommendations.

Sentiment

Based on the bill text and the absence of recorded committee debate or votes in the provided materials, the measure appears to be presented as a curriculum-development and inclusion initiative rather than a punitive or regulatory change. Its sponsors signal support for expanding instructional content to better reflect LGBTQIA contributions and for promoting inclusive educational materials. Because no vote history or transcript is provided, there is no documented formal opposition or support in the record here, though the subject matter is likely to draw differing views on curriculum content and age-appropriateness.

Contention

The main likely point of contention is whether the state should direct attention to LGBTQIA contributions in middle and high school curriculum and how broadly that content should be integrated into instruction. Supporters would likely emphasize inclusion, representation, and accurate historical and social education, while critics may question state involvement in curriculum design, the scope of the subject matter, or the appropriateness of the material for certain grade levels. Another possible issue is the bill’s reliance on a task force and recommendations rather than immediate standards, which may be viewed either as a measured approach or as an unnecessary layer of bureaucracy.