Bills: HB1411, HB3143, HB3144, HB3901, HCR1019, HB3981, HB4248, HB3194, HB3849, HB4095, HB4302, HB3342, HB3344, HB3287, HB3645, HB3647, HB3930, HB3931, HB1818, HB4454, HB4336

Keywords: True Grit Trail, Oklahoma, tourism, signage, Department of Transportation, state parks, historical sites, economic development, medical marijuana, license transfer, Oklahoma Medical Marijuana Authority, moratorium, business regulation, commercial grower licenses, licensing restrictions, agriculture, psychological autopsy, mental health, suicide prevention, state health department

Transcript Highlights:

• , Grand Isle County Mentoring, King Street Center, Lincoln Mentoring, Mad River Mentoring, MAUSD mentoring
• , Spectrum Mentoring, and the Collaborative Mentoring Program.
• 13:22.320> MAUSD<00:13:23.279> mentoring, Mad River Mentoring, MAUSD mentoring, Mad River
• Mentoring, MAUSD mentoring, Mentor<00:13:24.480> Vermont,<00:13:25.440> Spectrum<00:13
• :26.000> Mentoring,<00:13:27.040> and Mentor Vermont, Spectrum Mentoring, and Mentor Vermont

Keywords: 926, house, all

Summary: The House opened with a devotional by Representative Brenda Steady and then suspended the rules to introduce 12 House bills by number only, referring them to committees. Members also read a House concurrent resolution congratulating the 2025 Milton High School Yellow Jackets boys soccer team on winning the Division 2 championship, and the chamber welcomed the team and coaches to the gallery. The Speaker announced that HCR 163 had been mistakenly placed on the consent calendar and removed it, and also announced committee appointments following a resignation. A series of guest recognitions followed, including visitors from the Northeast Kingdom Collaborative, the 2026 Snelling Early Childhood Leadership Institute cohort, mentoring organizations observing National Mentoring Month, the Vermont Historical Society, and former Representative Mari Cordes. Members also highlighted an upcoming Act 73 overview, the first Farmers Night concert, and a Caucus for Vermont’s Economy meeting. No votes were taken on these announcements, but the House formally welcomed the guests and recognized new House leadership and a new committee assistant. On the action calendar, the House passed H.649 on captive insurance companies and concurred in S.60 establishing the Farm Security Special Fund for weather-related farm losses. The House then approved H.534 on community action agencies, with the Human Services Committee describing it as a statute update that changes terminology, strengthens planning and governance requirements, and uses people-first language; the committee reported a 10-0-1 vote. The House also advanced H.84, which allows telehealth appointments to be recorded only with patient and provider consent; the Health Care Committee said it modernizes telehealth law without weakening privacy protections and reported a 10-0-1 vote. The chamber ordered third reading or passage on each bill and then adjourned until Tuesday, January 20, 2026 at 10:00 a.m.

Transcript Highlights:

• Let's take up tab 1, SB 182 on school teacher training and mentoring programs by Senator Jones.
• School teacher training and mentoring programs by Senator Jones.
• It authorizes a stipend of up to $3,000 and allows mentors to support multiple classroom teachers.
• program standards and develop a standard mentor-mentee contract template.
• program standards and develop a standard mentor mentee contract template.

Summary: The Senate Committee on Education Pre-K through 12 considered three bills and reported each favorably. SB 1318, by Senator Rodriguez, made a technical clarification to the Florida tax credit scholarship program so that when a scholarship account is closed, any remaining funds revert but do not revert to the state. The bill was passed without debate or amendments. The committee then heard CS for SB 1690, by Senator Claudio, which updates child care and early learning laws, including transparency, accountability, terminology, and regulation of before- and after-school programs. An amendment was adopted to clarify rulemaking authority by specifying the State Board of Education rather than the Department of Education. Senator Berman raised a concern about the bill’s removal of a parent-notification requirement related to leaving children in vehicles, and the sponsor said she would follow up. The committee then voted the bill favorably. Finally, the committee considered CS for SB 182, by Senator Jones, on school teacher training and mentoring programs. A strike-all amendment was adopted that refocused the program on schools with D or F grades, allowed districts and charter schools to place mentors, tightened mentor qualifications, authorized stipends up to $3,000, and directed the Department of Education to set standards and create a contract template. Supportive appearance forms were filed by Nancy Lothar and Orange County Public Schools. The bill was reported favorably, and the meeting ended with remarks thanking staff and recognizing Kathy Missouri for her service.

Transcript Highlights:

• House Bill 157, School Teacher Training and Mentoring Program, by Representative Hinson.
• We are providing a $3,000 stipend to each mentor for each mentee. Chair: Representative?
• AS I SAID BEFORE I DO BELIEVE THAT   158 A MENTOR SHIP PROGRAM WILL BE GREAT.
• effectiveness in one year that non-mentor teachers take three years to achieve.
• effectiveness in one year that non-mentor teachers take three years to achieve.

Summary: The Pre-K-12 Budget Subcommittee met with a quorum and considered three bills. HB 157, School Teacher Training and Mentoring Program, would create a Department of Education program allowing school districts and charter schools to place current or retired high-performing teachers in D- or F-rated schools as mentors, with a proposed $3,000 stipend per mentor per mentee. Members questioned the funding source and contract-time implications; the sponsor said the program would use previously decategorized education funds and that mentoring could be done within existing planning, before-school, after-school, or weekend time. An amendment clarifying that the bill would use a contract template rather than a DOE contract was adopted, and the bill was reported favorably. The committee then heard CS/HB 859, Exceptional Students and Video Cameras in Public Schools, which would require school boards to adopt policies for video cameras in self-contained ESE classrooms upon a parent request, with redaction of other students from footage. Public testimony strongly supported the bill, including emotional accounts from a parent of a nonverbal adult with autism who described past abuse in a classroom and from the Autism Society of Florida, which argued cameras are a necessary safety measure for vulnerable students and noted other states already allow or require them. Members emphasized student safety and the need to fund the policy, and the bill was reported favorably. Finally, the committee considered HB 561, Educator Certification, which aims to reduce barriers for experienced educators returning to the classroom by expanding temporary certificate eligibility to those with expired Florida certificates, allowing prior subject-area exam results to count for reinstatement, and updating references related to educator professional learning support. The sponsor said the bill preserves standards while making reinstatement more efficient and less costly. There was broad support from members, who noted the value of retaining experienced teachers, and HB 561 was also reported favorably. The committee then adjourned.

Transcript Highlights:

• Research shows that youth who work with survivor mentors have better outcomes.
• to improve mentors' ability... ...between DJJ and survivor mentors to improve mentors' ability to enter
• The mentor curriculum and training was developed to ensure that employers and mentors are fully equipped
• The mentor curriculum and training was developed to ensure that employers and mentors are fully equipped
• 100% of both mentors and interns reported they would participate in the program again.

Summary: The Committee on Children, Families, and Elder Affairs received three presentations and took no bill votes. The Department of Children and Families gave an extensive update on human trafficking prevention and services, describing Florida’s statutory framework, hotline and investigation data, placement options such as safe houses and safe foster homes, new adult safe house certification rules, expanded screening tools for vulnerable adults, and prevention efforts including youth-led outreach and training. Members asked about whether current funding is sufficient, how DCF addresses grooming and re-victimization in residential settings, and how long youth typically remain in safe-house placements; DCF said funding is only one part of the support system, that families and youth receive prevention resources even when allegations are not substantiated, and that placement length varies by child. OPPAGA then presented its 2024 annual report on commercial sexual exploitation of children. The report found that verified CSE victims slightly declined in 2023, with Broward, Miami-Dade, Duval, Hillsborough, and Escambia among the highest-prevalence counties. Most verified victims were community youth rather than children already in care, though dependent youth had higher rates of prior maltreatment. OPPAGA also reported continued concerns about limited placement capacity, especially for less restrictive Tier 1 safe houses, and service gaps such as the need for survivor mentors. Its recommendations focused on expanding placement options, improving data collection, and strengthening collaboration to support survivor mentors. Finally, DCF presented the Step into Success pilot program for current and former foster youth ages 16 to 26. The program combines workforce education, professional development, and paid internships with mentor support; the first cohort launched in 2024 with 15 participants, all of whom secured placements, and the department reported strong satisfaction and early outcomes. Committee members asked about scalability, costs, and whether the model could be moved beyond DCF-run operations into community-based providers. DCF said the program was designed to be scalable, currently costs about $500,000 annually for the pilot, and could be expanded statewide with additional funding and partner support. The committee adjourned after the presentations.

Transcript Highlights:

• Awareness and resources to support mentoring programs for youth, and whereas National Mentoring Month
• more caring adult mentors for youth in New Mexico.
• provide mentoring that changes the lives of our youth.
• good people of New Mexico for their support of our youth through mentoring.
• So even to this day, as I stand here now, there are folks in this room That I consider mentors.

Transcript Highlights:

• CS for SB 182 on school teacher training and mentoring, school teacher training and mentoring program
• Performing classroom teachers and schools earning a D or F to act as mentors to classroom teachers.
• Mentors will serve as a neutral sounding board for the mentees and provide direction, demonstration,
• Teacher mentors must have at least three years of teaching experience, earn a highly effective rating
• Now we're focusing on mentor-mentee relationships, which we all know are critically important.

Summary: The Pre-K-12 Education Appropriations Subcommittee met with a quorum present and took up two bills. First, it heard SB 1318 on the Florida Tax Credit Scholarship Program, which makes a technical clarification that when a scholarship account is closed, any remaining funds revert but do not revert to the state. There was no substantive opposition or debate, and the bill was reported favorably by roll call vote. The committee then considered CS for SB 182, which creates a school teacher training and mentor program within the Department of Education. The bill authorizes school districts and charter schools to place current or retired high-performing teachers in D- or F-rated schools to mentor classroom teachers, with mentors required to have at least three years of experience, a highly effective evaluation, and eligibility for a stipend of up to $3,000. A late-filed amendment was adopted to align the bill with the House version by setting the mentoring term to one grading period, capping the number of mentees per mentor, and clarifying use of enrichment funds when available. Senators asked about implementation, including timing, logistics, and whether mentors would remain within the same school; the sponsor said principals would manage assignments and that the program would operate within the same school. Testimony came from a seven-year-old student, Kyler Nixon, who urged support for the bill, and his mother, Kiara Nixon, who also spoke in favor. Additional support was voiced by committee members, and CS for SB 182 was reported favorably. At the end of the meeting, the chair thanked members and staff for their work during the session, noted it may be the committee’s last policy meeting, and the committee adjourned without further business.

Transcript Highlights:

• RESEARCH SHOWS THAT YOUTH WORKING WITH MENTORS HAVE BETTER OUTCOMES.
• MENTORS ABILITY TO ENTER DEPARTMENT FACILITIES.
• DAVE OPEN THE DOORS TO SUPPORT, MENTOR AND INVEST IN THE FIRST GROUP OF INTERNS.
• THE KEY INDICATOR OF SUCCESS IS FOR MENTOR SATISFACTION.
• ALSO ALLOWING US TO PROVIDE 28 ANNUALLY AND THE MENTORS.

Keywords: 999, senate, all

Transcript Highlights:

• There are requirements for these teacher mentors.
• We had built into the bill a mentoring plan.
• Yeah, we have allocated three mentoring slots for every school. Mentoring slots for every school.
• Will the mentor still... Follow up? Another question? You're recognized. Thank you, Chair.
• Will the mentor still have to hold a valid teaching certificate?

Summary: The Education Administration Subcommittee heard and advanced six bills. The first, PCS/HB 1073 by Rep. Koster, would give individual school board members timely, free access to district documents and budget information, require agendas and supporting materials to be kept as public records, and prohibit school districts from requiring or incentivizing nondisclosure agreements. Testimony from a Volusia County school board member and a former educator described difficulty obtaining records and concerns about NDAs; some members raised chain-of-command concerns, while others argued the bill was needed for transparency. The bill passed 15-3. The committee then approved HB 4049, a local bill for Jacksonville/Duval County that changes how the Duval County School Board’s attorney is selected, and OGSR/HB 7021, which extends and clarifies the public-records exemption for education examination and assessment instruments through 2031. HB 4049 passed 17-1 after debate over whether the board should use the city’s general counsel process; HB 7021 passed unanimously with no debate. Members also approved CS/HB 753 on school counselors, which removes certain certification barriers while keeping degree and counseling requirements in place and allows districts to choose whether to require the removed certificates. Supporters said the bill could help address counselor shortages and free counselors to focus on students; it passed 18-0. Finally, HB 157 created a School Teacher Training and Mentoring Program for D- and F-rated schools, using high-performing current or retired teachers as mentors with stipends funded from an existing allocation. Members discussed mentor limits, funding, and oversight, but the bill passed unanimously, 18-0. The meeting adjourned after committee members recognized visiting officials and students.

Transcript Highlights:

• CS for SB 182 on school teacher training and mentoring, school teacher training and mentoring program
• Mentors will serve as a neutral sounding board for the mentees and provide direction, demonstration,
• Teacher mentors must have at least three years of teaching experience, earn a highly effective rating
• It keeps the underlying teacher mentoring framework in place and puts the bill in line with my House
• Now we're focusing on mentor-mentee relationships, which we all know are critically important.

Summary: The Pre-K–12 Education Appropriations Subcommittee met with a quorum present and took up two bills. First, SB 1318 by Senator Rodriguez made a technical clarification to the Florida Tax Credit Scholarship Program so that when a scholarship account is closed, any remaining funds revert but do not revert to the state. There was little discussion, no opposition, and the bill was reported favorably. The committee then considered CS for SB 182 by Senator Jones, which creates a school teacher training and mentoring program within the Department of Education. The program would allow districts and charter schools to place current or retired high-performing teachers as mentors in D- or F-rated schools, with mentors required to have at least three years of experience, a highly effective evaluation, and eligibility for a stipend of up to $3,000. A late-filed amendment was adopted to align the bill with the House version by setting the mentoring term to one grading period, capping the number of mentees, and clarifying use of enrichment funds. Members discussed implementation, including that principals would assign mentors based on workload and that the mentoring would occur within the same school. The bill received supportive testimony from a seven-year-old student, his mother, and the Florida Parent Teacher Association, and several senators spoke in favor of the measure as a way to support teachers and improve student outcomes. CS for SB 182 was reported favorably. The chair then thanked members and staff, noted this was likely the committee’s final policy meeting, and the committee adjourned.

Transcript Highlights:

• Chair: We will take up Tab Number One, CS for SB 182 on School Teaching Training and Mentoring - the
• School Teacher Training and Mentoring Program by Senator Jones.
• This bill establishes the School Teacher Training Mentor Program within the Department of Education.
• the mentoring term to one grading period, places caps on number of mentees a mentor can take on, and
• The teacher or a mentee has a planning time, then they can use this opportunity as a mentor.

Keywords: 999, senate, all

Transcript Highlights:

• Who in your lives have you had that have been your mentors?
• And more importantly than that, who have you been mentoring in your lives?
• We are mentoring individuals across the state of Kentucky as leaders. So, Mr.
• Who in your lives have you had that have been your mentors?
• And more importantly than that, who have you been mentoring in your lives?

Keywords: Convene 00:00 Calendar/Second Readings 06:39 Motions, Petitions, and Communications 07:36 Introduction of New Bills and Resolutions 17:37 Recess for ConC and Rules Meeting 19:15 ConC and Rules Report 22:17 Adjournment 24:18, 958, all

Summary: The House convened with an invocation and the Pledge of Allegiance, established a quorum with 87 members present, excused absent members, and approved the journal from January 15, 2026. On second reading, the clerk reported House Bill 178 on the psychiatric collaborative care model, House Bill 280 with committee substitute on healthcare, and House Joint Resolution 24 with committee substitute and amendment directing withdrawal of the 1115A waiver application related to a mandatory community engagement program. During announcements and citations, members adopted House Resolution 19 recognizing January 2026 as Kentucky Mentorship Month, with remarks emphasizing the value of mentors and personal examples from the sponsor. The House also adopted a citation honoring Robert Kaywood Metaf, a longtime Gary County attorney remembered for his service and generosity, and a citation congratulating Gary Thompson on his 80th birthday and his long-running West Louisville barbecue business. Members also noted committee meeting schedules, including cancellations and upcoming meetings, and one member introduced a guest connected to Logan’s Law, a bill described as responding to the release of a man convicted of killing a child. The clerk then reported new bills and resolutions introduced, including measures on gubernatorial transitions, the Kentucky Fire Commission, voting rights, interscholastic extracurricular activities, crimes and punishments, motorsports racing facilities, social work, motor vehicle racing, renter tax credits, and appropriations for the legislative and judicial branches, along with House Resolution 34 recognizing Kentucky Arts Day. The Committee on Committees and Rules Committee met, referred numerous bills to standing committees, reassigned House Bill 258 to Veterans, Military Affairs, and Public Protection, and posted several bills and House Joint Resolution 24 to the regular orders for January 20, 2026. The House then adjourned until 4:00 p.m. Tuesday, January 20, 2026.

Transcript Highlights:

• we all get out there and be a mentor.
• January as Mentoring Month and encourage that we all get out there and be a mentor.
• <00:02:39.680> around critical importance of mentoring around critical importance of mentoring
• recognizes that we all can be a mentor recognizes that we all can be a mentor and<00:02:51.280><
• Uh whether it's a personal a mentor.

Keywords: Meeting start: 00:00 Roll Call: 00:37 SB 39 discussion: 04:10 SB 39 vote: 26:35, 958, all

Summary: The Senate Standing Committee on Economic Development, Tourism, and Labor met with a quorum and first heard a brief presentation from Vice Chair Frommeyer on a resolution recognizing January as Kentucky Mentoring Month. She highlighted mentoring as important for personal, academic, and professional development and cited partnerships such as Northern Kentucky University’s Norse Network Hub and local community mentoring efforts. The committee then took up Senate Bill 39, sponsored by Senator Gary Boswell, which would treat fish in private lakes and ponds as the property of the landowner and allow landowners to extend fishing rights by written or electronic permission. Boswell and supporter Jason Kenner argued the bill would strengthen property rights, reduce burdensome regulation, support selective harvest and stocking decisions, and could boost tourism, local economies, and aquaculture. Kenner also described bass fishing’s economic impact, youth fishing growth, and examples of tournaments and habitat projects in Kentucky. Boswell said the bill does not change fishing license requirements and does not alter invasive species rules except to clarify that largemouth bass, including F1 Florida bass, are not invasive. Commissioner Rich Storm and other members raised concerns that the bill’s language could affect the Department of Fish and Wildlife’s fee-based funding, federal grant eligibility, enforcement authority, and creel-limit cases, especially if written permission on private waters were interpreted broadly. Senator Webb said she supported the idea of bass stocking but wanted more guardrails and a pilot approach. Senator Howell asked whether Boswell would consider further work on the language, but Boswell declined to accept a committee substitute or amendment at that time. The committee then voted 8-1 with one pass to report the bill favorably, and the chair announced the bill would be reported with favorable expression that it should pass.

Transcript Highlights:

• Additionally, the program will host up to 25 mentors.
• It’s a little tight, but my next question is about the mentors. Do we compensate the mentors?
• On that would be the mentors. Do we compensate the mentors? Again, I may have missed that too.
• As a professor with UNLV’s College of Education, they do compensate mentors, even mentors for student
• that the mentors would also be providing that instruction too.

Bills: SB175, SB277, SB374, SB400

Keywords: military, veterans, education, teaching, Junior Reserve Officers’ Training Corps, licensure, certification, public schools, charter schools, school social worker, school counselor, school psychologist, internship, practicum, student support services, mental health, harassment, bullying, power-based violence, school safety

Transcript Highlights:

• Mentors and interns are really important part of Empower.
• We have a really strong group of mentors across various groups, from peer mentors, those residential
• There's about 120 peer mentors every semester for Empower.
• So those mentors get significant training.
• So residential mentors get training from our housing office and peer mentors get training, obviously

Summary: The committee heard presentations on three Arkansas programs serving students and adults with autism and other developmental disabilities. University of Arkansas representatives described the Empower Program, a non-degree, four-year inclusive postsecondary program for young adults with mild intellectual disabilities, and the Autism Support Program, which provides intensive academic, peer, and career coaching for degree-seeking students with autism. They explained the programs’ person-centered planning, residential and employment supports, fee structure of $5,000 per semester for each program, and scholarship/fundraising efforts to offset costs. Members asked about dorm arrangements, mentoring, individualized plans, and how students move in and out of support services, and the presenters emphasized independence, integrated campus life, and transition planning. Pulaski Technical College staff then presented the 3D program, a three-year transition program in culinary, baking, and hospitality for students with intellectual and developmental disabilities. They outlined integrated classes, internships, job placement outcomes, and data showing strong completion and employment retention rates. Questions focused on how success is measured, tuition and financial aid, and the challenge of securing community partners for practicum and employment sites. The presenters said the program uses rubrics that include technical and professional skills, charges $5,700 per semester, and is pursuing accreditation through the Inclusive Higher Education Accreditation Council. The final presentation was from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, and community initiatives. Leaders described their vision for a future mixed-use “live-work-play” development at Cato Springs, current residential and vocational services, and community events such as a 5K and a neurodiversity health care conference. Family members testified about the need for adult services, trained direct support professionals, and better reimbursement and behavioral health supports after age 21. No formal votes were taken beyond approving the prior meeting minutes, and members also announced upcoming autism-related events and requested future discussion on task force appointments and ABA-related issues.

Transcript Highlights:

• Mentors identified for the pilot include existing staff, newly employed mentors, and partnerships with
• Mentors identified for the pilot include existing staff, newly employed mentors, and partnerships with
• Mentors identified for the pilot include existing staff, newly employed mentors, and partnerships with
• <00:20:04.080> mentoring<00:20:04.600> our support to the mentors mentoring our support
• to the mentors mentoring our youth<00:20:06.440> the<00:20:06.600> next<00:20:06.840><

Keywords: 1187, senate, all

Transcript Highlights:

• I was a mentor cooperating teacher.
• <02:27:16.080> teacher insured are They have a mentor teacher insured are They have a mentor
• >> The support help out with the mentoring >> The support help out with the mentoring
• I was a mentor something like that. I was a mentor cooperating<02:27:43.280> teacher.
• >> and they're actually eager to be mentors >> and they're actually eager to be mentors

Keywords: 910, house, all

Transcript Highlights:

• Mentors and interns are a really important part of Empower.
• We have a really strong group of mentors across various groups, from peer mentors, those residential
• life mentors, and career coaches that support their success.
• So those mentors get significant training.
• So residential mentors get training from our housing office and peer mentors get training, obviously

Summary: The meeting opened with routine business, including approval of the January 13, 2026 minutes, and a brief recognition of Autism Awareness Month. The task force then heard a presentation from the University of Arkansas College of Education and Health Professions on two student support programs: the Empower Program for non-degree-seeking students ages 18–24 with mild intellectual disabilities, and the Autism Support Program for degree-seeking students with autism. Speakers described academic coaching, peer and career coaching, residential supports, person-centered planning, internships, and scholarship/fee structures, noting that both programs charge a $5,000 per-semester fee and rely on scholarships and fundraising to offset costs. Members asked about dorm arrangements, individualized plans, and how students transition in and out of supports; presenters explained that Empower students remain in the program throughout, while Autism Support Program students may enter or leave services as needed. The committee next heard from Pulaski Technical College’s 3D program, a three-year transition and post-secondary program for students with intellectual and developmental disabilities focused on culinary, baking, and hospitality training. Presenters outlined integrated classes with traditional students, faded support over time, internships, and outcomes such as 97 students enrolled since the program began, 57 graduates, strong completion rates, and many graduates obtaining and retaining jobs in the food service industry. Members asked about how success is measured, why rates are not 100 percent, the role of integrated classes, tuition, and community partnerships; staff explained that grading includes technical and professional skills, tuition is $5,700 per semester, and scholarships such as GETS and FAFSA help reduce costs. They also noted plans to expand offerings and pursue accreditation through the Inclusive Higher Education Accreditation Council. Finally, the task force received a presentation from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, community activities, and advocacy. Leaders described a long-term vision tied to the Cato Springs mixed-use development, where housing, jobs, clinical services, and community amenities would be integrated in a “live, work, play” model. They discussed a residential program, a new vocational program called Program Forge, community events, and the challenges of the “services cliff” after age 21, especially for adults with complex support needs. Members and parents spoke about the importance of trained direct support professionals, ABA-based supports, and the need for better funding and service models for adults. The meeting ended with announcements about upcoming autism-related events and a request for future discussion on task force appointments and broader issues around ABA oversight and misuse.

Transcript Highlights:

• Month 2025, whereas January is recognized as National Mentoring Month.
• And whereas a young person who is mentored is twice as likely to enroll in post-secondary education,
• awareness and resources to support them. support mentoring programs.
• And whereas National Mentoring Month serves as an opportunity to celebrate, elevate, and encourage mentoring
• across our state, and recruit more caring adult mentors in New Mexico.

Transcript Highlights:

• We've now trained 53 peer mentors.
• We've now trained 53 peer mentors.
• And of our 32 peer mentors this year, we have peer mentors who speak 13 different languages, which is
• They're still peer mentors.
• They're still peer mentors.

Summary: The Select Committee on Youth Mental Health and Treatment Access held its third hearing to review the state of youth mental health, progress under the Children and Youth Behavioral Health Initiative (CYBHI), and remaining implementation and funding challenges. The chair emphasized that schools are often the main point where education, health care, and social services intersect for students, and that the committee’s goal is to ensure public investments translate into better access and outcomes. The hearing featured testimony from researchers, a youth advocate, state officials, and local practitioners. PPIC researcher Shalini Mostala reported that teen mental health remains a serious concern, with high rates of chronic sadness, hopelessness, and suicidal thoughts, though recent California data show some improvement since the pandemic. She noted persistent disparities by gender, race, and rural status, and said school-based health centers, wellness centers, and community schools are associated with lower suicidal thoughts. Youth advocate Ella Cruz, speaking for NAMI California, described her own mental health struggles and argued that youth voice, peer-to-peer support, and reducing stigma are essential; she also said technology and AI cannot replace trusted adults or trained professionals. Committee members asked about phone use, stigma, cultural barriers, and how to make supports more accessible and relatable to students. Dr. Sohill Sood of the California Health and Human Services Agency said statewide survey data show declining stigma, increased counseling use, and lower suicide ideation among students, and he highlighted CYBHI’s certified wellness coaches, digital tools, awareness campaigns, and the first-in-the-nation fee schedule that allows schools and colleges to bill health plans for behavioral health services. He said the program is growing quickly, with more than 230,000 claims and over $11 million in new revenue to date, while acknowledging that billing systems and coordination are still being built. Trina Frazier of Fresno County described a multi-tiered system of care supported by CYBHI, CalAIM, and other grants, serving thousands of students through school-based services, wellness centers, and mobile therapy units; she said ongoing funding and flexibility are critical. Rachel Kroberniski of El Segundo High School’s James Morehouse Project described a long-running wellness center and peer mentorship model that supports students in multiple languages, and said peer programs help students feel seen, connected, and more willing to seek help. Members broadly praised the flexibility, collaboration, and peer-based approaches described by the witnesses. Questions focused on sustaining funding after one-time grants expire, improving coordination among schools, counties, and providers, expanding the fee schedule to higher education, and ensuring continuity of care for students after high school. Officials said county offices of education, DHCS, and other partners are using communities of practice and technical assistance to spread best practices, and that CYBHI services can follow some young adults through age 25, with additional supports through community-based programs and digital platforms.