Voices proudly supports this bill’s commitment to universal access to evidence-based Head Start and Early Head Start programs for all eligible families across the Commonwealth. By directing the Head Start State Collaboration Office to develop a comprehensive, well-resourced plan that expands capacity, strengthens the early childhood workforce, and leverages innovative funding models, this legislation takes a critical step toward ensuring every child has a strong, equitable start in life.

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HB 211 takes a vital step in strengthening Virginia’s early childhood care and education system by taking a clear, informed look at the current state of Head Start and Early Head Start across the Commonwealth and aiming to fortify it. At the core, Head Start provides a comprehensive and high-quality pre-k curriculum in a safe and warm learning environment for our most vulnerable children. Beyond the classroom, Head Start is truly a wrap-around service providing families with support to promote their physical and emotional health, mental wellness, and even financial well being. When families have access to Head Start services, children enter elementary school healthier, more prepared, and are more likely to succeed long term. HB 211 is critical for the future of Head Start in the state of Virginia. Nationally, there is a need for stronger state-level investment and coordination, especially as federal funding continues to wane. This bill lays the groundwork for exactly that by helping Virginia understand just how much the support is needed and how to responsibly maximize and protect this beloved program. Head Start’s mission statement is “to promote the school readiness of children from low-income families by enhancing their cognitive, social, and emotional development in learning environments”. HB 211 supports this mission by expanding and strengthening Head Start in Virginia, as this state-level support is needed now more than ever. When Head Start is strong, families are empowered and when families are empowered, children thrive. I respectfully urge you to support this bill. Thank you for your time and commitment to Virginia’s children and families.

ODACS does not take a position on HB 211. However, we would caution the subcommittee about the persistent safety gap that exists between licensed childcare in Virginia and Religiously Exempt childcare in Virginia. Contrary to conventional thought, Religiously Exempt centers are statistically safer than licensed centers. For example, according to data collected by the Department of Social Services, from 2021 to 2024, there were 175 founded cases of child abuse that occurred in licensed centers in Virginia. In the same 3-year period in Religiously Exempt childcare settings, there were 8 founded cases of child abuse. HB 211 would dramatically expand licensed childcare in our state. In our opinion, it is highly imprudent to do so without at least acknowledging the safety gap, let alone addressing it.

Early prevention and support are absolutely critical for children, especially those from underserved communities. Programs like Head Start provide children with access to early education, health screenings, and social-emotional support before they enter kindergarten. These early interventions lay the foundation for academic success and lifelong learning. As a School Psychologist, I have seen firsthand how early support makes a difference. Children who have access to high-quality early learning programs are more prepared for school, develop stronger social-emotional skills, and are better able to engage in learning from the very first day. Head Start also provides families with resources and guidance that support their child’s development, creating a strong home-school connection that benefits children well beyond the classroom. Universal access to Head Start would ensure that all children, regardless of background, have the opportunity to start school ready to succeed.

The Virginia Head Start Association (VAHSA) supports this legislation directing the Head Start State Collaboration Office to develop a plan to maximize state support to Head Start and Early Head Start in Virginia. Establishing this goal reflects Virginia’s commitment to evidence-based early childhood services and coordinated state support for federally funded programs. We support the bill’s focus on capacity expansion, sustainable funding, and workforce stability, and look forward to continued collaboration with the General Assembly and state partners to strengthen and expand Head Start across Virginia. Submitted by Dawn Ault, VAHSA Executive Director

Affordability? Who is paying for all this? This is setting up fraud, waste, and abuse, on the Somali/Minn. level.

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The attached letter is in support of HB 255.

I am writing in strong support of HB255 the Interstate Compact for School Psychologists and the Commonwealth’s membership in this compact. I work in a Title I school and see our students coming to school with increasing academic, behavioral, and mental health needs which for many of them, school is the main place where they receive support. When schools don’t have enough qualified professionals, all students suffer and cannot be effectively supported. School psychologists play a critical role in helping students succeed. In Title I settings especially, the demand for these services is constant, and it often feels like we’re trying to do more with less. School psychologists are also a necessary part of identifying students with disabilities. As referrals continue to increase, delays in evaluation and identification directly affect students’ ability to access services and supports they are legally entitled to receive. These delays have real consequences for students and families, particularly those who already face barriers. Right now, school psychologists are in high demand across districts and are often not staffed in alignment with NASP-recommended ratios of one school psychologist per 500 -700 students. Many of us are responsible for far more students than is reasonable, which limits the level of support we can realistically provide. HB255 is an important step toward addressing these shortages. By increasing workforce mobility and supporting recruitment and retention, this compact would help schools better meet students’ needs. Our students cannot wait for support. I urge support for HB255 for the students I work with every day and the schools that are trying their best to serve them.

Dear Chair Convirs-Fowler: I am a school psychologist in Fairfax, Virginia and would like to express my support for HB255.  As a School Psychologist for more than thirty years I have helped children and youth succeed academically, socially, behaviorally, and emotionally. In collaboration with families and other school staff, we help create safe and supportive learning environments in which all students can thrive.  I have taken an active role supporting students with behavioral and emotional and challenges, which benefits their wellbeing and ability to connect and engage with peers and adults in the classroom.   I currently work in Fairfax County Public Schools, and like many other areas in our state, we have a shortage of school psychologists and other educators.  Staffing shortages significantly impact our ability to provide preventative and essential supports to students.   The Interstate Compact for School Psychologists would significantly benefit our state, and me personally as a school psychologist. Importantly, this Compact promotes efficiency while upholding a high standard of school psychology practice. Importantly, this legislation benefits our military families and enables military connected school psychologists to easily continue in their career following a permanent change of station. I urge you to support this legislation.  Thank your for your consideration.    Respectfully,  Jill Cory McNeil

Dear Chair Convirs-Fowler: I am a school psychologist in Virginia, and I wish to voice my support for HB255, School Psychologists, Interstate Compact for; membership of the Commonwealth into compact. School psychologists help children and youth succeed academically, socially, behaviorally, and emotionally. In collaboration with families and other school staff, we help create safe and supportive learning environments in which all students can thrive. I work specifically in alternative school settings, and with military-connected youth, and access to our services benefits the lives of many children across the commonwealth. I currently work in Fairfax County Public Schools, serving in an alternative high school setting. Like many other areas in our state, we have a shortage of school psychologists and other educators. When I was working in a general education setting, I would typically serve about 1,500 students which is three times the recommended ratio of 1:500. When our ratios are that high, we are not able to spend as much time in direct services with students, such as engaging in counseling and risk prevention. The Interstate Compact for School Psychologists would significantly benefit our state, and me personally as a school psychologist. I am a military spouse, and my husband has spent twenty years in the Air Force. Due to his role, we typically move every two to three years. I hold licenses across four states, and with each move, have had to incur barriers and costs to find new employment. Ninety percent of military spouses are underemployed, and while there is a shortage and need for more school psychologists, the logistics of licensure can be difficult to navigate. Importantly, this legislation benefits our military families and enables military connected school psychologists to easily continue in their career following a permanent change of station. I urge you to support this legislation. Thank you for your time and consideration Sincerely, Leigh E. Birge

Dear Chair Convirs-Fowler and Committee members: I am a school psychologist in Virginia and I wish to voice my support for HB255, School Psychologists, Interstate Compact for; membership of the Commonwealth into compact. School psychologists help children and youth succeed academically, socially, behaviorally, and emotionally. In collaboration with families and other school staff, we help create safe and supportive learning environments in which all students can thrive. I currently work as a public School Psychologist in rural, southern Virginia school districts. Like many other areas in our state, we have a real shortage of school psychologists and other educators. I currently serve 2,500+ students, which is 5 times the recommended ratio of 1:500. It is an impossible task! The Interstate Compact for School Psychologists would significantly benefit our state, and me personally as a school psychologist. Importantly, this Compact promotes efficiency while upholding a high standard of school psychology practice. Importantly, this legislation benefits our military families and enables military connected school psychologists to easily continue in their career following a permanent change of station. I urge you to support this legislation! Thank you!

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As a physician I am amazed at the ignorance of the health system, even by my colleagues. Everyone needs to know more, starting as early as possible.

I'm a medical school professor and long-time researcher in the area of health literacy. I've also served as a consultant on health literacy to organizations including the Institute of Medicine, American College of Physicians, American Medical Association, National Cancer Institute, Joint Commission, American Academy of Family Physicians, and other institutions and organizations. Numerous studies have shown that large portions of the US population have limited health literacy - ie, they are unable to obtain, understand, and use health information to make good decisions about their health. The problem affects all segments of the population. Even well-educated individuals often have limited health literacy. And, numerous studies have shown that individuals with limited health literacy have worse health status, poorer health outcomes, and generate higher health care costs than those with adequate health literacy. Integrating health literacy into your education programs and improving the health literacy of your population could really make a difference. I'm aware that you educational problems include things like anaphylaxis, a problem that few people will ever encounter (either in themselves or others) over the course of their lifetime. Yet national statistics show that only about a third of the US population has adequate health literacy. The remaining two thirds could really benefit from education in this area. Barry D Weiss, Professor University of Arizona College of Medicine

As a general pediatrician practicing in Vienna, I strongly support HB 462. This bill adds practical education on health insurance and health care navigation to middle and high school curricula, helping students understand how to access and use care before they enter adulthood. In my daily work, I see how confusing insurance and health systems can be for families. Teaching students early about copays, deductibles, preventive care, and available resources will help them make informed decisions and avoid delays in care. This supports better health outcomes and stronger use of preventive services. HB 462 also promotes health equity. Not all families have the same access to guidance about insurance and medical systems. Including this education in schools ensures that all students graduate with essential knowledge, regardless of background. By integrating health care literacy into existing financial and health education, this bill prepares students for real-world responsibilities. I strongly urge the General Assembly to support HB 462 for the long-term benefit of Virginia’s children and families.

On behalf of the U.S. Health Literacy Association, I strongly support HB 462 and its requirement to incorporate health literacy education across K–12 curricula. Health literacy is a critical determinant of health, safety, and educational equity. National data consistently demonstrate the urgency of this issue. According to the U.S. Department of Education’s National Assessment of Adult Literacy, nearly 9 in 10 adults lack proficient health literacy, and only 12% of adults have the skills needed to effectively understand and use health information. Low health literacy is associated with higher rates of preventable illness, increased emergency department use, medication errors, poorer chronic disease outcomes, and significantly higher healthcare costs—estimated in the hundreds of billions of dollars annually. These challenges do not begin in adulthood. They are the cumulative result of missed opportunities earlier in life. By embedding health literacy education in K–12 settings, HB 462 addresses this issue upstream—before gaps widen and consequences compound. Teaching students how to access, evaluate, and apply health information supports informed decision-making, strengthens communication skills, and prepares young people to navigate increasingly complex healthcare, public health, and digital information environments. Importantly, health literacy education aligns with educational priorities already valued in our schools, including critical thinking, media literacy, and lifelong learning. In an era marked by widespread health misinformation and rapid integration of digital and AI-enabled health tools, these skills are no longer optional; they are essential. HB 462 represents a forward-thinking, evidence-based investment in students, families, and communities. By ensuring that all students graduate with foundational health literacy skills, this legislation supports improved health outcomes, reduced system burden, and a more informed and resilient population. I respectfully urge lawmakers to support HB 462 and affirm the importance of health literacy as a core component of K–12 education.

Health Literacy (Understanding and communication) and Healthcare Literacy (Utilization and Navigation) as well as digital health literacy is an absolute necessity for responsible citizenship and making important personal healthcare decisions. Promotion of and providing /requiring it in schools is an opportunity to reach all Virigina citizens. Where provided via public education, it has been shown to improve Health outcomes, reduce costs and increase patient satisfaction. Yet evidence-based studies show ONLY 12% of US citizens are "functionally health literate" (thus parents are unlikely to be able, if inclined to do so, to teach the important principles. The WHO and CDC have recommended health literacy education for ALL since the early 2000s. Most would agree that the US healthcare system (industry) requires change and improvement; THIS AMENDMENT IS A KEY OPPORTUNITY to take advantage of the promise of health literacy educations proven benefits. Though Virginia weaves some few elements of "health literacy" through its current professionally developed and taught curriculum in K-12, it should be in a more organized, complete, and continually updated manner as change occurs. Virigina has recognized this in the original HB 462 bill in respect to economics and personal finance and should take national leadership by adopting this Health and healthcare literacy amendment. Time constraints and other factors seriously limit healthcare providers to meaningfully accept these responsibilities. Schools are the arenas where we, in principle, can ensure that ALL of our youth have the opportunity to acquire the appropriate and necessary knowledge and skills expected of Virginians. Respectfully submitted: Fredric Garner, M.D., F.A.A.P,

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Hello, my name is Ariya Lee and I’m a junior at Chantilly High School. I’m testifying regarding Delegate Carr’s House Bill 1037, which would give local school boards instructional, peer-reviewed materials on climate change and environmental literacy to be distributed to teachers. In the last few years, as a student, I have been involved in climate advocacy, including promoting environmental literacy, which is why I decided to take AP Environmental Science (APES) this year. But until this year in APES, I have never learned about climate change in my science classrooms—not even in courses I have taken where it was in the Standards of Learning. I have visited over ten middle and elementary school classrooms with my friend to give presentations about the current human-caused climate change and global warming because I want students to be informed about the world that we live in. In presenting at these schools, working with my county K-12 Senior Science Curriculum Manager, and speaking to a biology teacher at my school working to incorporate climate change in her lessons, it is evident that though a lack of description in VDOE standards is also an issue, many teachers are unable to talk about climate change in their classrooms due to a lack of resources and lessons. VDOE’s updated science standards for advanced science classes are a good step in the right direction, but teachers of all science classes will need peer-reviewed resources, especially at a time where climate disinformation is prevalent, in order to make environmental literacy accessible throughout the state. In fact, in a 2020 report by the National Center for Science Education and Texas Freedom Education Fund evaluating how the nation’s states’ public schools address climate change with a letter grade, Virginia was one of the six states that received an “F” grade. Passing HB 1037 is a crucial step to fixing that ranking and ensuring Virginia leads in national environmental literacy. From my experience of presenting to students and talking to my peers, students are ready to learn, concerned and interested about the climate crisis. We must match this interest by providing educators the support to bring climate education to their classrooms, empowering the next generation to act, by passing this bill and doing everything in its power to address the climate crisis in classrooms. Thank you.

Attached is my written testimony which will also serve as the main part of my spoken testimony.

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I am writing as a Virginia parent and constituent to respectfully ask that you oppose HB1374. My son is a member of the VMI Class of 2029. This past weekend, he completed his breakout. Seeing him go through that process was one of the most powerful moments of my life as a parent. In a short period of time, I have watched my child transform into a young adult with confidence, discipline, humility, and a deep sense of responsibility to others. He is a swimmer. He trains before dawn. He attends class all day. He upholds the demands of the Rat Line and the Corps. And somehow, he does it with pride. At VMI, he has forged relationships with cadets from backgrounds he never would have encountered otherwise. He has learned how to lead, follow, endure, and serve. We did not fully know what to expect when we sent him to VMI. But the Institute has surpassed every expectation we had. It is important to state clearly that today’s VMI is not the VMI of generations past. Much of the current narrative focuses on historical rhetoric rather than the reality of the modern Institute. VMI does not promote racism. VMI does not promote hate. VMI’s mission is to develop leaders of character, grounded in honor, accountability, and respect for others. Like any institution, VMI cannot control the isolated actions of every individual who may choose to violate its standards. However, the actions of a few individuals do not indicate a damaged or broken culture. They represent individual failures to uphold the Corps’ values. When behavior strays from the mission, it is taken seriously and addressed. That is evidence of a functioning institution, not a failing one. VMI is not perfect. No institution is. But it is exceptional in what it does: it develops leaders through structure, accountability, shared hardship, and purpose. My son is becoming the kind of young man who will make a positive and lasting impact on Virginia and his community when he graduates. Bills that question whether VMI should continue to exist as an independent, state-supported institution send a deeply discouraging message to the cadets who have voluntarily chosen this path of service and sacrifice. They also paint an incomplete and inaccurate picture of what VMI is today and the good it accomplishes every single day. HB1374 does not simply propose oversight. It places a cloud over the future of an institution that is actively producing officers, public servants, engineers, educators, business leaders, and community leaders for the Commonwealth. The damage from that uncertainty is immediate and real: to morale, recruiting, retention, donor support, and the families who have entrusted Virginia with their children’s education. VMI should be strengthened, supported, and held to high standards. Not destabilized or placed on an existential path. Accountability and improvement can occur without dismantling independence. I ask you, as a steward of Virginia’s future, to stand with the cadets, the families, and the many Virginians who believe in the mission of the Virginia Military Institute. Thank you for your time, your service, and your thoughtful consideration.

Oppose teaching our children about climate change unless it is the facts that solar, wind, and electric power batteries are limited. China and India are the biggest polluters compared to other countries. The Scandinavian countries know that green energy does not work because of the low quality, lack of efficient energy production and extreme high cost. It also makes our nation be dependent on China. We know East End and West End of Henrico don’t want the data centers . Why do democrats always push illogical and destructive policies on citizens and never think about the consequences? More and more Virginia taxpayer’s are dissatisfied with our public education system from the left wing. We don’t want be serfs on the government land.

Transformative Changes supports HB 1113 because it advances a healing-centered approach to student mental health by recognizing that effective support must be culturally responsive and language-appropriate. Students bring their full identities, experiences, and stressors into the classroom, and when mental health services fail to reflect those realities, harm and disengagement can deepen—especially for Black, Brown, immigrant, and multilingual students. By directing the Department of Education to provide clear guidance and enabling school divisions to adopt inclusive policies, HB 1113 helps schools move beyond one-size-fits-all interventions toward care that builds trust, belonging, and resilience. This bill is a meaningful step toward school environments that promote healing, safety, and long-term wellbeing for all students.

New Virginia Majority supports HB 1113 because it helps ensure that students across the Commonwealth can access mental health supports that are culturally responsive and language-appropriate. Students’ mental health needs do not exist in a vacuum, and when supports fail to reflect students’ cultural backgrounds or language needs, they are less effective and can deepen existing inequities. By directing the Department of Education to provide guidance and enabling school boards to adopt thoughtful, inclusive policies, HB 1113 equips school divisions with tools to better serve diverse student populations, improve student wellbeing, and create learning environments where all students feel understood, supported, and able to thrive.

The Legal Aid Justice Center is a statewide legal aid nonprofit that works with young people and families on education, mental health, and restorative justice issues. LAJC supports HB 1113 because it would ensure that mental health support, a vital resource in schools, is accessible to all students and families regardless of their language and background. Virginia currently ranks 32nd in the nation for access to youth mental health care (according to 2025 Mental Health in America Report) and in the most recent Virginia Survey of School Climate and Conditions (2025), non-white minority students generally reported disproportionately higher rates of mental health concerns. Implementing culturally responsive and language appropriate standards for mental health resources in schools means ensuring that all students, especially those experiencing disproportionate challenges, can access quality mental health in their times of need. We urge the committee to support HB 1113 to ensure that all students in the Commonwealth can receive quality and accessible mental health resources.

Students are more likely to benefit from mental health support when services reflect their cultural backgrounds and are provided in a language they understand. When supports are not culturally responsive or accessible, students and families may go without care or feel disconnected from the school system. Providing guidance and policies that promote culturally responsive and language-appropriate mental health services helps ensure that all students feel seen, understood, and supported. This is especially important for students from diverse communities who may already face barriers to accessing care.

I oppose mental health services from the public school systems. The family must be responsible for their children’s lives instead of government intervention. This doesn’t help encourage parents to be responsible and enables them more than ever.

I support this bill in expanding information and access on mental health resources.

I write in support of House Bills 1260, 1265, 1438, 1440, 1441, 1442, and 1482. In combination, these bills form a framework to protect civil liberties, reinforce the integrity of public institutions, and clearly define the appropriate scope of law enforcement authority in Virginia. These bills ensure that schools, courthouses, polling places, and other civic spaces remain accessible and safe; that individuals can participate in education, the justice system, and elections without fear or intimidation; and that enforcement actions are transparent, accountable, and grounded in judicial authorization. Collectively, they strengthen public trust by drawing clear boundaries between state and federal roles, prioritizing due process, and strengthening public safety by upholding constitutional rights.

The Young Center for Immigrant Children’s Rights supports this bill.

I am Chelsea Dunn Torrey, the Legal Director of the Youth Justice Program at the Legal Aid Justice Center, and I submit this comment in support of House Bill 1260. Since the federal government rescinded the sensitive locations policy in 2025, our team has been traveling across the Commonwealth holding Know Your Rights presentations for families and children—some as young as five years old—because they are afraid of what might happen if immigration enforcement comes into their schools. When kindergarteners are asking what to do if “ICE comes to my classroom,” something is deeply wrong. SB 1260 works to address this problem, by mandating that schools provide notice to families when immigration authorities are present on campus and requiring that school prohibit immigration enforcement on campus without a valid warrant. It provides complementary protections to other similar legislation being considered this year, specifically the Virginia Education Access & Privacy Act (House Bill 836). We urge you to support this bill.

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As parents and grandparents, we should be able to send our children to school with confidence and assurance that they are in a protected environment conducive to learning and developing life skills. The possibility of school facilities being invaded by agents investigating for immigration violations and using children as a way to get to those who may be in true violation of immigration laws is ludicrous. These are innocent children and are in no way responsible for any real or perceived violations. The potential presence of ICE officers on a school campus invites dangerous circumstances that can threaten the liberty and life of our children and those charged with their protection when on school property. The bulk of this bill addresses the need for accountability for appropriate general school safety and disaster planning, which I am in full support of. I believe it is appropriate to consider the potential for ICE agents to invade the public school arena as a threat to the safety of our children. There is no valid reason for this to happen. In my opinion, this Bill does not go far enough, only requiring a warrant for Immigration agents to invade. I would urge that an amendment be made to not allow Immigration agents on campus at all.

ICE should not be allowed on school grounds.