HB 253 may sound harmless, but it gives up too much control in exchange for very little benefit. At its core, this bill hands authority over teacher licensure to an interstate compact run outside Virginia. Once we join, key decisions about who qualifies to teach in our schools can be made by a multistate commission rather than by the General Assembly, the Board of Education, or local school divisions. That is a loss of accountability to Virginia parents and taxpayers. The promise of “mobility” also masks a real risk: lower or uneven standards. Virginia could be required to accept licenses from states with different or weaker requirements, limiting our ability to maintain state-specific expectations for preparation, content knowledge, and classroom readiness. Just as important, this bill does not fix the real problem. Teachers are leaving because of working conditions, discipline issues, administrative overload, and lack of respect, not because it is too hard to move between states. HB 253 moves teachers around instead of fixing why they are leaving in the first place. Once Virginia joins an interstate compact, it is hard to undo. Rules can change over time without another vote of the General Assembly, leaving school boards stuck with policies they did not approve and cannot easily change. Teacher shortages deserve serious solutions. Giving up local control is not one of them. That is why HB 253 should be opposed.

Hello, I am student of Charlottesville high school. my name is Nargis Haidary. I support the HB 836 student. Every student should feel safe at school and I want to support my classmates. I think we should support each other because we protect human rights, prevent the separation of families, and maintain the safety and stability of communities.

My name is Carissa Henry, and I’m commenting on behalf of the Transformative Changes Black Youth Mental Health Collaborative. Through the Safe & Restorative Schools Learning Tour, legislators, youth, and community partners didn’t just hear about restorative practices — they experienced them through collaboration that acknowledged harm and focused on repair instead of punishment. Young people shared what happens when schools don’t have consistent tools: a student who reported bullying was nearly pulled into a fight instead of being heard; a fourteen-year-old made a mistake and was treated like a criminal rather than a child; another student shut down emotionally and was moved from office to office instead of being met with care. When schools respond with exclusion, silence, or criminalization, the harm deepens. When they respond with care, accountability, and support, students stay connected and can repair harm.That’s why the current “consider” language is not strong enough. When restorative practices are optional, implementation becomes inconsistent — and inconsistency is exactly how racial, disability, and discipline disparities persist from one school division to the next. House Bill 298 was meant to create a baseline of evidence-based practice with safety protections and state support. This bill doesn’t remove discipline; it improves it. And students across Virginia deserve more than optional care. I urge you to strengthen and support HB 298.

Helpful in comparing what is happening around the country. see pg. 2 Recommended Citation Schreiber, A., Miller, B., Dressler, K. (2022). An Introduction to Restorative Practices. National Center for School Safety. https://www.nc2s.org/resource/an-introduction-to-restorative-practices

VASSP has some concerns regarding HB298. While we appreciate the feedback we have received from Delegate McQuinn's office, the concerns still linger. These are listed below. -Is there any data to support the assumption that these practices are successful in reducing the instances of student behavior that require disciplinary action? -How do you define "connection to the community", as listed in the bill? -How is section v (determines responses through a collaborative process that involves students, families, educators and community members) going to be supervised? How will there be enough time to involve all these stakeholders on a regular basis? This could take hours each week, depending on the school and the situation. -the training that will be required to implement this type of practice is going to be extensive, which adds another responsibility to teachers and staff. -we are still concerned that this bill will limit the ability of school administrators to provide a safe learning environment.

I strongly support HB 298 because I believe Virginia’s schools need discipline systems that truly help students learn, grow, and feel safe. For too long, school discipline has relied on exclusionary practices like suspension and removal from the classroom. These approaches may seem effective in the moment, but they often fail to address the real causes of student behavior. Instead of creating change, they push students out of learning environments and leave underlying issues unresolved. Restorative approaches offer a proven alternative that promotes accountability, repairs harm, and strengthens safety and belonging without removing students from the classroom. I know from personal experience that exclusionary discipline does not lead to positive outcomes. As a student, I was removed from the classroom multiple times as a form of discipline. While I was sent away, nothing was done to help me understand or resolve the challenges I was facing. When I returned to class, the same problems were still there. Within a week or two, I would be removed again for the same exact behavior. This created a recurring cycle that disrupted my education without providing any real support or solution. HB 298 establishes a clear framework for the statewide use of evidence-based restorative disciplinary practices. This bill shifts school discipline away from exclusionary punishment and toward approaches that keep students engaged in learning while addressing harm at its root. Restorative practices focus on responsibility, reflection, and repairing relationships, which leads to lasting improvement rather than repeated punishment. By moving away from exclusionary discipline and toward restorative, evidence-based approaches, HB 298 helps break harmful cycles like the ones I and many other students in Virginia have experienced. It represents a necessary step toward a more equitable, effective, and supportive school discipline system for students across Virginia.

Personal Statement — CEO, Kids On First Foundation In Support of Restorative Discipline and HB 298 As the CEO of Kids On First Foundation, my work centers on one simple belief: every young person deserves to be seen, supported, and given a fair opportunity to grow—both in the classroom and in life. Through our programs, we work with students from diverse communities across Virginia, many of whom have faced systemic barriers that extend far beyond school walls. Too often, I have witnessed how exclusionary discipline removes students from learning environments at the very moment they need connection, structure, and support the most. Virginia’s current discipline system continues to rely heavily on practices that isolate students rather than address the root causes of behavior. These policies do not impact all students equally. Black students and students with disabilities are disproportionately disciplined for subjective, non-violent behaviors, resulting in lost instructional time and strained relationships between families and schools. When students feel pushed out instead of guided forward, trust erodes—and the opportunity to build resilience, accountability, and belonging is lost. At Kids On First, we believe discipline should be rooted in growth, restoration, and community—not exclusion. Young people thrive when they are given space to reflect, repair harm, and remain engaged in meaningful learning experiences. Restorative practices align directly with what we see working in youth development and mentorship programs every day: students respond positively when they feel heard, respected, and connected. HB 298 represents a meaningful step toward a more equitable and effective approach to school discipline across Virginia. By establishing a clear statutory framework for evidence-based restorative practices, this legislation promotes accountability while prioritizing safety, belonging, and long-term student success. Instead of pushing students further away from opportunity, restorative approaches strengthen school climate, reduce conflict, and keep students connected to the learning environments that help them grow. As a youth advocate and organizational leader committed to empowering the next generation, I strongly support efforts that keep students engaged, valued, and supported. Our schools should be places where young people learn not only academics, but also responsibility, empathy, and resilience. HB 298 moves Virginia closer to that vision—one where discipline becomes a pathway to growth rather than a barrier to opportunity. Sincerely, Sherron Cerny CEO, Kids On First Foundation

VOTE YES: I’m in support of HB298 because suspensions are not just ineffective—they are harmful. I’ve seen this with young children who are still learning emotional regulation, and with older students who may be carrying stress, disabilities, or trauma. When these students are sent home instead of supported, it doesn’t teach the skills they were missing. It teaches them that school is a place where they can be removed when they’re overwhelmed. This is exactly what Dr. Ross Greene’s work shows: kids do well if they can, and challenging behavior is a sign of lagging skills, not a reason for exclusion. When we respond with support and collaborative problem‑solving, students learn the skills they need to do better. When we respond with suspension, they don’t. HB298 takes a balanced, research‑based approach by requiring at least one evidence‑based restorative practice before excluding a student. This keeps kids connected, helps repair harm, and builds real skills. All students—from early elementary through high school—deserve support, not punishment that causes lasting harm. I urge you to support HB298.

Public Comment in Support of HB298- VOTE YES I’m writing in strong support of HB298 because suspensions in early elementary school are not just ineffective—they are traumatic. Young children who are still learning how to regulate their emotions and communicate their needs are being removed from school instead of being supported. I’ve seen how this harms kids, especially our most vulnerable students, including those with disabilities, those experiencing stress at home, and those who already struggle to feel safe and connected at school. Suspending a five‑, six‑, or seven‑year‑old doesn’t teach them the skills they were missing. It teaches them that school is a place where they can be sent away when they’re overwhelmed. Many children come back more anxious, more dysregulated, and less trusting of the adults who are supposed to help them. That is not a path toward better behavior or better learning. HB298 takes a reasonable, research‑based approach by requiring schools to try at least one evidence‑based restorative practice before excluding a child, except in the most serious situations. Restorative practices help children repair harm, understand what went wrong, and build the skills they need to do better next time—without pushing them out of the classroom. Our youngest learners deserve support, not punishment that leaves lasting emotional scars. HB298 is a necessary step toward safer, more compassionate, and more effective school environments. I urge you to support this bill.

It is time to break the School to Prison Pipeline. Too often police are called to schools over minor issues that could be handled in better ways. Very often when students act out there are other issues occurring and the behavior is triggered by someone else's act. An arrest and prison sentence ruins a child's life - not just in preventing them from achieving future goals, but in the destruction of self worth. Where restorative behavioral practices have been implemented, research has shown a sharp decrease in future behavior problems. This leads to students finishing their education and becoming active, positive members of society, instead of ending up in jail for increasingly severe issues.

I strongly support HB298, a bill that takes a necessary and evidence-based step toward dismantling the school-to-prison pipeline by centering restoration, accountability, and child development instead of exclusion and punishment. As a former special education teacher, I saw firsthand how traditional disciplinary systems fail children, especially students with disabilities, trauma histories, learning differences, and unmet behavioral health needs. Too often, suspension and expulsion were used not because they were effective, but because they were familiar. Those exclusions did not address harm, build skills, or promote safety. They removed children from learning environments and set them on trajectories toward system involvement. HB298 recognizes what educators, families, and researchers have long known: children’s behavior is communication, and accountability must be paired with understanding, support, and repair. By requiring schools to first implement evidence-based restorative disciplinary practices, this bill keeps students connected to school while still addressing harm responsibly. I am especially encouraged that HB298: *Grounds discipline in the science of children’s social, emotional, and cognitive development *Emphasizes healing, relationship repair, and community involvement *Requires data collection and public reporting, ensuring accountability and continuous improvement *Supports educators through guidance, professional development, and technical assistance From a survivor-led justice perspective, we know punishment does not create safety, connection does. HB298 does not eliminate accountability; it strengthens it by making discipline child centered, trauma-informed, and humane. This bill affirms a simple but powerful truth: children should not be pushed out of school for struggling to survive systems that were never designed for them. I urge the Committee to support HB298 and invest in schools that interrupt harm rather than reproduce it.

Restorative discipline approaches are more effective in helping students stay in the learning environment in a way that allows all students to learn, when compared with traditional punitive measures such as suspension or expulsion. This is especially important for students who are neurodivergent or have other cognitive differences, as well as for students of color who are disproportionately likely to be disciplined more severely than white students. This is a good step in the direction of making our educational system more just and beneficial.

1229 while hard to understand the context got a thumbs up from fellow autistics. That’s good enough for me. And 298 I’ve been getting voters’ attention about for weeks. I wish we had both these bills when I was a student.

HB 298 would force schools to use restorative discipline before they can suspend or expel students in most cases. That sounds reasonable until you look at the evidence. This approach has already been tried in major school districts across the country, and it has not worked. Districts like Oakland and New York City saw suspensions go down, but classroom disruption, teacher frustration, and safety concerns go up. A RAND Corporation study found no meaningful improvement in school climate and, in some cases, worse academic outcomes. Lower discipline numbers looked good on paper, but behavior did not improve. HB 298 repeats the same mistake by mandating a process instead of trusting school leaders to use judgment. It delays consequences, weakens authority, and sends the message that serious misbehavior is negotiable. Virginia should learn from failed experiments elsewhere, not lock them into law.

I support this legislation. As a former school board member and Alternative Dispute Resolution practitioner I see how Restorative Justice improves accountability and helps to restore relationships.

HB 298 strengthens school discipline statewide by: Standardizing restorative discipline practices through codifying the Virginia Department of Education’s Model Guidance for Positive, Preventative Codes of Student Conduct and Alternatives to Suspension Requiring schools to use restorative practices first—before suspension, expulsion, or exclusion—except in cases involving serious offenses or defined aggravating circumstances Improving accountability and transparency by directing VDOE to collect and publicly report data on restorative practice use and add restorative indicators to the Student Behavioral Administrative and Response Survey Ensuring consistent and equitable implementation through statewide guidelines, professional development, and technical assistance Reducing exclusionary discipline by repairing harm, strengthening relationships, and maintaining accountability through evidence-based restorative interventions

For HB298, I'd like to express strong support for this. As a former teacher, I know the value of a restorative approach to harm in schools. As a nonprofit leader now, I know the importance of building into systems, particularly schools, approaches to harm that move individuals toward repair and not retribution.

Greetings Chair and Members of the Committee, On behalf of Transformative Changes, I write in strong support of House Bill 298, patroned by Delegate McQuinn. Transformative Changes’ mission is rooted in advancing healing-centered, community-led solutions that create safe, supportive, and equitable systems for young people, and our advocacy for restorative discipline is grounded in both lived experience and data. Through our Safe and Restorative Schools Learning Tour and our work with the Black Youth Mental Health Collaborative, we engage directly with students, families, educators, and practitioners across Virginia who are experiencing the harms of exclusionary discipline. We consistently hear that suspensions and expulsions, particularly for Black students and students with disabilities, remove students from learning without addressing the root causes of behavior or making schools safer. Statewide data make clear why a different approach is needed. According to statewide data, across many Virginia school divisions, Black students and students with disabilities are punished far more often than their peers for similar behavior: - In Lancaster County, students with disabilities are suspended more than twice as often as other students, and Black students are suspended about twice as often as non-Black students. - In Richmond City, students with disabilities are suspended well over twice as often as students without disabilities, and Black students are suspended nearly twice as often as their peers. - In Chesapeake City, students with disabilities are suspended roughly twice as often as students without disabilities. - In Franklin City, Black students are suspended more than twice as often as non-Black students. - Similar patterns appear in Newport News, Hopewell, Petersburg, Norfolk, Portsmouth, and Sussex County, where Black students and/or students with disabilities are one-and-a-half to two times more likely to be suspended than other students in the same schools. These disparities are not simply about student behavior; they reflect how schools respond to behavior. Exclusion removes students, but it does not repair harm, build accountability, or prevent future incidents. House Bill 298 offers a proven, evidence-based solution. By prioritizing restorative discipline practices, the bill shifts the focus from punishment to accountability, responsibility, and repair. Restorative practices require students to understand the impact of their actions, take responsibility, and actively work to repair harm while keeping them connected to their school community. This approach improves school climate, reduces repeat incidents, and addresses the very disparities reflected in the data. The bill also ensures accountability at the system level by requiring the Department of Education to track outcomes, report publicly on effectiveness, and provide training and technical assistance so restorative practices are implemented with support, consistency, and integrity. House Bill 298 reflects what communities, research, and lived experience all affirm: safe schools are built when accountability and healing go hand in hand. We respectfully urge your support for this bill as a meaningful step toward safer, more equitable learning environments for students across the Commonwealth. Thank you for your leadership and consideration. In care and solidarity, Carissa Henry Co-Executive Director Transformative Changes

HB478 This testimony is in favor of the enactment of a Fine Arts Seal of Excellence on high school diplomas. In considering the Fine Arts Seal of Excellence on a diploma, a lot is to be considered. Guidelines and criteria should reflect the dedication students have given to the Fine Arts Program of their school district to receive such an honor. This honor would be not only an encouragement to the dedication and participation of the programs that really compliment the educational experience students receive academically, This recognition would not only serve to encourage the students participating and dedicating themselves, but also be a lighthouse to beacon prospective students to participate in such programs. We have long known the value of such programs to improve academic improvement, aid in responsibility through punctuality and taking ownership of being a part of team effort. These skills are valuable and carry young people into adulthood and through the rest of their lives. To recognize their significant dedication to such programs for most of their formidable high school years will I believe shape stronger intellect and success in our future graduates. Please deeply consider the positive impact this will have on future graduates when approving this measure. Respectfully, Mrs. O’Neill

I support this bill.

Raising a child according to their biological sex isn't abuse. In fact, if my parent's had been able to stand between me and gender ideology, I wouldn't be mutilated now. Please consider the former trans youth who are now adults speaking out about this issue. We were lied to and harmed. I sit with dozens of other women and men who had this happen to, each week in my support group for detransitioners. Please consider helping to ensure fewer girls suffer what Sage did, and what I did.

I am writing in support of HB534. This bill will make proof of progress easier for families who opt for evaluation. It also creates a more equitable environment and will increase the availability of evaluators.

We have four children, we homeschool, and we support parental rights as well as equitable opportunities for homeschoolers. Today, we ask for your support of this bill, HB 534. This bill allows those with bachelor’s degrees to conduct assessments and would help bring fairness to the Commonwealth of Virginia.

I support HB534. Thank you for considering this bill.

I support this bill.

I support this bill!

Writing in support of this bill as it provides equitable opportunities for homeschoolers and must be passed. Evaluators for public school are not required to hold a masters degree but homeschool evaluators are. We find this to be unfair and discriminatory against those who cannot afford or obtain a Masters degree. Please pass HB534 to ensure all children of the commonwealth have equal oversight and expectation- be it homeschool, public or private education.

I am writing in favor of HB534 and ask you that strongly consider passing this bill. My husband and I are strong supporters of parental rights and homeschooling. As it stands, evaluators for homeschooling students have higher requirements than for public school. We are asking that you make the Bachelor’s degree requirement standard across the board which this bill will do.

Please review and pass HB534 for the benefit of homeschooling families across the commonwealth. Currently, evaluators for public schools are not required to hold a masters degree but homeschool evaluators are. HB534 simply requires that homeschool progress evaluators have the same level of education as public school progress evaluators. Thank you.

Thank you for your consideration of HB 534, and I humbly ask for your vote for this bill as written. This year there are over 66,000 homeschoolers in Virginia, and we are a very diverse group. Currently one way to show proof of progress is having an evaluation conducted by someone with a Master's degree. While this is a wonderful option, especially for those with children who may not be able to shine in a strict standardized testing environment, requiring a Master's degree is more than the public schools require of their evaluators. HB 534 allows those with a compatible Bachelor's degree to conduct assessments. For example, I have provided a homeschool education to my 6 children (4 graduates, one with a PhD in Engineering, one with BS in International Studies & Chinese Studies, one with a BSN (Nursing), and one with an Associates in Health Sciences currently working on her BSN.) The younger two are still home educated. In addition to 22 years of homeschool experience, I have a Bachelors in German and a Teaching Certificate, but I am not currently allowed to evaluate and help homeschooling families. This bill would bring equity with school evaluations. Thank you for serving our Commonwealth & all the people of the state.

I homeschool my children, and I am a committed supporter of parental rights and homeschooling. The current law requires a public school evaluator to have a bachelor’s degree and a homeschool evaluator to have a master’s. Please support this bill and bring fairness and equity into school progress reporting.

I am asking for your support in reviewing and passing HB534. It is a bill that will benefit homeschooling families across the commonwealth. As Virginia law is currently written, evaluators for public school are not required to hold a masters degree but homeschool evaluators are. HB534 simply requires that homeschool progress evaluators have the same level of education as public school progress evaluators.

Thrilled to see this bill! This bill provides equitable opportunities for homeschoolers and must be passed. Evaluators for public school are not required to hold a masters degree but homeschool evaluators are. We find this to be unfair and discriminatory against those who cannot afford or obtain a Masters degree. Please pass HB534 without delay.

Thank you for reviewing HB534. The only change this bill is proposing is that it will be acceptable for someone with a well earned bachelor's degree be able to evaluate the progress of a homeschool student . I support this proposed bill . The teachers in a public school are able to evaluate children with a bachelor's degree , so it makes perfect sense that a homeschooled child should be able to be evaluated by the same . Thank you for your time .

Please review and passHB534 as it is a simple bill that would benefit homeschooling families across the commonwealth. As Virginia law is currently written, evaluators for public school are not required to hold a masters degree but homeschool evaluators are. HB534 simply requires that homeschool progress evaluators have the same level of education as public school progress evaluators. Thank you.

This bill helps ensure equitable outcomes for parents who may not have been able to afford a Masters degree however are in a situation where they need to homeschool their children.

I support this bill to enhance homeschool options

This bill is a step towards equity concerning assessments between forms of education and carries no fiscal impact. It should be passed without question.

I support this bill!

HB534 is a necessary documentation for Virginia Homeschoolers. To date there is a more strict guideline for homeschool evaluators than for public school evaluators, requiring homeschool evaluators hold a Masters degree while only requiring completion of Bachelor degree studies for public school evaluators. This bill will require of both homeschool and public school evaluators to hold a Bachelor degree in order to qualify as an approved evaluator. This bill requires NO cost to either party and needs to be quickly passed.

HB534 is a simple modification to current homeschooling law in Virginia, which creates equity between public school and home school progress evaluators, by requiring the same level of education (a bachelor's degree) for both. Current law requires a master's degree for home school evaluators, and is a disservice to public school students who currently are not required to have evaluators that are as educated as those performing home school progress evaluations. Opponents of this bill would believe that public school students do not deserve the same level of effort as home school students. The law must be changed.

HB534 is a simple change that helps to align all students in VA to the same standards. It levels the playing field for all students, no matter the nature of their education, so that every student has the same chance to thrive. There's no cost involved, no burden placed on anyone, yet marches us forward towards fairness and equity. Education concerns everyone, and this bill would bring benefits without causing any damage. We all want better for our children, and ALL children in the Commonwealth, so this is a simple easy start.

This is an inclusive bill, a well-thought out bill that has ensures the interest of our present, and in our children, our future. Not only is there nothing wrong with teaching honest history and the truth, it is imperative that we do. We can and should talk about the the impact of erasure or distortion of truth behind painful history like the Genocide in Darfur, the Armenian, Rwandan, Indigenous, and black and African American genocides (and of course the colonization of Palestine and ongoing genocide there), but I also want to talk about the importance of sharing truth in the beauty and richness behind the history and heritage of those who surround us. This will hopefully ensure that our children’s experiences and identities are seen and heard authentically. We shouldn’t rob our kids of the education that others around the world are already learning… A society built on honest and comprehensive history and education is an asset - it strengthens the bonds between communities and makes the pillars of ancestry and truth on which generations stand confidently, unshakable. Zeina Ashrawi Hutchison

Comment of Philip Farah in favor of HB 614 Feb 10, 2026 I am Philip Farah, cofounder and Chair of Palestinian Christian Alliance for Peace. I urge you to vote for HB614. This will help to reverse Youngkin's attempt to whitewash the American historical experience. Virginia, like the rest of America was built on land usurped from indigenous peoples. the cruel oppression of slaves working in the fields, and immigrants from all ethnicities working in the mines. Immigrants from Pacific Islands, South America, Africa, the Arab World, as well as Europe, have all made great contributions to America and are part of the rich cultural heritage of Virginia. All of us ought to see our history portrayed accurately in our school curricula. No special interests should be allowed to erase or distort the historical experience of any of the communities that make us who we are.

This is a very important bill as it allows for women and marginalized communities to learn about their contributions to our history, culture and society. We have been getting a very distorted view of our history, and it has been a hindrance to learning. When students don’t see anyone like themselves being represented, they are unable to relate. Our shared history should not be relegated to a special month, or day once a year. It should be part of the curriculum. I urge everyone to vote yes to this bill, as it is long overdue.

I am Philip Farah, cofounder and Chair of Palestinian Christian Alliance for Peace. I urge you to vote for HB614. This will help to reverse Youngkin's attempt to whitewash the American historical experience. Virginia, like the rest of America was built on land usurped from indigenous peoples. the cruel oppression of slaves working in the fields, and immigrants from all ethnicities working in the mines. Immigrants from Pacific Islands, South America, Africa, the Arab World, as well as Europe, have all made great contributions to America and are part of the rich cultural heritage of Virginia. All of us ought to see our history portrayed accurately in our school curricula. No special interests should be allowed to erase or distort the historical experience of any of the communities that make us who we are.

I am writing to ask you to vote YES on HB614 – “History and social science standards and instruction; historically marginalized communities,” which will ensure comprehensive, accurate, and inclusive education in public elementary and secondary schools. Being That we are physically in the capital of the former confederacy and just up the Hill from the Devils Half Acre where hundreds of thousands of human beings were bought and sold like cattle and subjected to unimaginable horrors - how can we in good conscience not take an honest, accurate look at history? This should not even be in question - but unfortunately the last four years has seen a systematic erosion of any honest historical evaluation. I am a first generation American, my parents immigrants and refugees from WWII Germany. From early childhood I was exposed to the hard truths and histories of my ancestral homeland. I was not overwhelmed by guilt from this education rather I learned to recognize the signs, apply the knowledge gained and take on the responsibility to confront these horrors head on and keep them from happening again. Never again is never again for anyone. Unfortunately history has the bad habit of repeating itself for those who look away from it. I

HB614 would go a long way towards reintegrating Diversity, Equity, and Inclusion (DEI) into our schools and correcting the recent assault on education. It provides students with more comprehensive account of history, rather than a selective narrative. No history can be perfect. This bill simply creates a framework so our educational professionals can resist political & cultural pressures to erase or ignore significant history. It gives teachers and school boards substantial latitude to tailor history instruction according to local realities and communities. It calls for the content to be “age-appropriate” and “historically accurate”. It suggests that we integrate history across the curriculum and avoid isolating the content to a single month or observance.

I am writing in support of HB 614. We live in an age of misinformation and bombardment of false ideas spread by those with the most money and power. This bill ensures that students receive a full and honest account of history, rather than a selective narrative. By learning about the struggles and contributions of diverse communities, students gain a better understanding of the world around them making them informed, well-rounded responsible citizens. The bill also promotes equity in education by ensuring that no group’s history or contributions are marginalized or erased, reinforcing the principle that every student deserves to see themselves represented in history. Importantly, when students see their experiences reflected in coursework, educational outcomes improve.

I am writing to ask you to vote YES on HB614 – “History and social science standards and instruction; historically marginalized communities,” which will ensure comprehensive, accurate, and inclusive education in public elementary and secondary schools. It would do so by requiring “instructional materials and standards in history and social science to include the contributions, perspectives, and experiences of historically marginalized communities, including racial and ethnic minorities; immigrants and refugees; women... in order to affirm such communities and promote a more holistic understanding of history.” The General Assembly should pass HB614 for the following reasons: Promotes Accurate and Complete Historical Education - HB614 ensures that students receive a full and honest account of history, rather than a selective narrative. Including diverse perspectives leads to greater historical accuracy, deeper understanding, and improved critical thinking. Strengthens Civic Literacy and Democratic Values - By learning about the struggles and contributions of diverse communities, students gain a better understanding of human rights, democracy, civil rights, social justice, and constitutional development, preparing them to become informed and responsible citizens. Improves Student Engagement and Academic Outcomes - Research consistently shows that inclusive curricula improve student engagement, motivation, and academic performance, particularly among historically underserved student populations. When students see their experiences reflected in coursework, educational outcomes improve. Supports Equal Opportunity and Educational Equity - The bill promotes equity in education by ensuring that no group’s history or contributions are marginalized or erased, reinforcing the principle that every student deserves to see themselves represented in history. Prepares Students for a Diverse Workforce and Society - Modern workplaces and communities are increasingly diverse. HB614 helps students develop cultural competence, empathy, and communication skills, all of which are essential for professional success and civic harmony. Aligns Virginia with National Educational Best Practices - Many states and professional education organizations support inclusive curriculum standards. HB614 aligns Virginia with best practices in education, ensuring that the Commonwealth remains competitive, modern, and forward-looking. Based on all the above, I urge you to vote YES for HB614!

I watched with dismay as the Youngkin administration undid all of the hard work done to include the voices and experiences of minorities and marginalized populations in the teaching of history in Virginia. As a former teacher and counselor I strongly support HB614 and the inclusion of minority and marginalized voices in US and world history. It is often said that the writing of history gets done by the winners; what gets ignored is the experience of those who have to live with the consequences of what the powerful do. But reality includes the stories of both, and the future is a function of both. It we want our children to understand history so that they can make good decisions as citizens of our country, they have to know the whole history, not just selected parts of it. I urge you to support HB614. Kathy Drinkard, Springfield, VA

I am writing to ask you to vote YES on HB614 – “History and social science standards and instruction; historically marginalized communities,” which will ensure comprehensive, accurate, and inclusive education in public elementary and secondary schools. It has never been more important that the next generation receives a full and honest account of history, rather than a narrative selected by whatever political party happens to be in power in any given year. Learning about the very real, valid, and historically verifiable struggles and contributions of diverse communities, students gain a better understanding of human rights, democracy, civil rights, social justice, and constitutional development, preparing them to become informed and responsible citizens. The legacy of the ground on which we stand here in Richmond, Virginia - the capitol of the Confederacy, is a prime example of why the history of every person who has ever walked this earth matters. I live on the other side of Shockhoe Bottom in Church Hill, where I can see the Devil's Half Acre from my window. On this site, thousands of human beings were bought and sold like animals because of the color of their skin 200 years after the indigenous stewards of the land were slaughtered by the European colonizers that planted a flag and called the land theirs. Yet there are textbooks in circulation today that do not honestly acknowledge these facts. As an adult, I have had to unlearn what I was taught about these people's stories and re-learn the truth. This bill promotes equity in education by ensuring that no group’s history or contributions are marginalized or erased, reinforcing the principle that every student deserves to see themselves represented in history. This bill is aligned with Virginia and National educational best practices, and will help students develop cultural competence, empathy, and communication skills, all of which are essential for professional success and civic harmony. I urge you to vote YES for HB614

As a Jewish educator in Del. Rasoul's district i strongly SUPPORT this bill. This inclusive approach to education is what we need in the school system and is an important corrective to the censorship we've seen in the past four years. Please vote Yes for this bill.

Please vote YES on HB614. – “History and social science standards and instruction; historically marginalized communities.” This bill would go a long way towards reintegrating Diversity, Equity, and Inclusion (DEI) into our schools and correcting the four-year assault on education perpetrated by the Youngkin administration. In fact, if adopted, it would go even further and have a major effect on providing students with a full and honest account of history, rather than a selective narrative. Including diverse perspectives leads to greater historical accuracy, deeper understanding, and improved critical thinking. This bill is more comprehensive than similar legislation proposed this year in that its mandate includes the contributions, perspectives, and experiences of all historically marginalized communities. It provides a list of some of these communities and then goes on to allow for the addition of other groups as appropriate. It further calls for the content to be “age-appropriate” and “historically accurate”. It suggests that we integrate history across the curriculum and avoid isolating the content to a single month or observance. The bill promotes equity in education by ensuring that no group’s history or contributions are marginalized or erased. This reinforces the principle that every student deserves to see themselves represented in history. This bill is truly groundbreaking in its potential to provide all students with a complete, accurate, and inclusive history that prepares them to be a fully engaged citizen in a complex world. I urge you to vote “Yes” on HB614!

Hello, As a mother of two Henrico County Public School students, I am writing to ask you to vote YES on HB614 – “History and social science standards and instruction; historically marginalized communities,” which will ensure comprehensive, accurate, and inclusive education in public elementary and secondary schools. It would do so by requiring “instructional materials and standards in history and social science to include the contributions, perspectives, and experiences of historically marginalized communities, including racial and ethnic minorities; immigrants and refugees; women... in order to affirm such communities and promote a more holistic understanding of history.” The General Assembly should pass HB614 for the following reasons: Promotes Accurate and Complete Historical Education - HB614 ensures that students receive a full and honest account of history, rather than a selective narrative. Including diverse perspectives leads to greater historical accuracy, deeper understanding, and improved critical thinking. Strengthens Civic Literacy and Democratic Values - By learning about the struggles and contributions of diverse communities, students gain a better understanding of human rights, democracy, civil rights, social justice, and constitutional development, preparing them to become informed and responsible citizens. Improves Student Engagement and Academic Outcomes - Research consistently shows that inclusive curricula improve student engagement, motivation, and academic performance, particularly among historically underserved student populations. When students see their experiences reflected in coursework, educational outcomes improve. Supports Equal Opportunity and Educational Equity - The bill promotes equity in education by ensuring that no group’s history or contributions are marginalized or erased, reinforcing the principle that every student deserves to see themselves represented in history. These are but a few among many important reasons students deserve to be taught completely and with honesty about. Anything less than this is a detriment to our youth. With sincere thanks, Elisa & Neal Bilyue

Please vote YES on Delegate Rasoul’s HB614 which will ensure comprehensive, accurate, and inclusive education in public elementary and secondary schools. HB614 aligns Virginia with National Educational Best Practices . Many states and professional education organizations support inclusive curriculum standards.

I urge you to vote YES on HB614 – “History and social science standards and instruction; historically marginalized communities,” which will ensure comprehensive, accurate, and inclusive education in public elementary and secondary schools. This bill would do so by requiring “instructional materials and standards in history and social science to include the contributions, perspectives, and experiences of historically marginalized communities, including racial and ethnic minorities; immigrants and refugees; women...in order to affirm such communities and promote a more holistic understanding of history.” ALL students deserve a full and honest account of history, rather than a selective narrative.

Please pass HB614. It is critical that our students receive an honest telling of history in their civics courses so that they grow to be engaged citizens. Importantly, students from underrepresented groups should see themselves in the curriculum to foster greater belonging and positive identity development. As a counselor and educator, I know the research shows this predicts better educational outcomes across the board. Please support HB614.

I’m writing in support of HB614. It promotes accurate and complete historical education & ensures a better understanding of human rights, democracy, civil rights, social justice, and constitutional development. My own personal experience with my three children is an improvement in their engagement when they saw their experiences reflected accurately in the coursework. What I really liked about this bill is it ensures no group’s history or contributions are marginalized or erased. In an increasingly global workforce, this bill will ensure students are developing skills necessary for professional success. It is essential to align Virginia with National Educational Best Practices and promote an inclusive curricula.

I oppose this bill.

I am writing to ask the K-12 Subcommittee of the House of Delegates Education Committee to vote YES on HB614 – “History and social science standards and instruction; historically marginalized communities.” which will ensure comprehensive, accurate, and inclusive education in public elementary and secondary schools. It would do so by requiring “instructional materials and standards in history and social science to include the contributions, perspectives, and experiences of historically marginalized communities, including racial and ethnic minorities; immigrants and refugees; women... in order to affirm such communities and promote a more holistic understanding of history.” The General Assembly should pass HB614 for the following reasons: 1. Promotes Accurate and Complete Historical Education - HB614 ensures that students receive a full and honest account of history, rather than a selective narrative. Including diverse perspectives leads to greater historical accuracy, deeper understanding, and improved critical thinking. 2. Strengthens Civic Literacy and Democratic Values - By learning about the struggles and contributions of diverse communities, students gain a better understanding of human rights, democracy, civil rights, social justice, and constitutional development, preparing them to become informed and responsible citizens. 3. Improves Student Engagement and Academic Outcomes - Research consistently shows that inclusive curricula improve student engagement, motivation, and academic performance, particularly among historically underserved student populations. When students see their experiences reflected in coursework, educational outcomes improve. 4. Supports Equal Opportunity and Educational Equity - The bill promotes equity in education by ensuring that no group’s history or contributions are marginalized or erased, reinforcing the principle that every student deserves to see themselves represented in history. 5. Prepares Students for a Diverse Workforce and Society - Modern workplaces and communities are increasingly diverse. HB614 helps students develop cultural competence, empathy, and communication skills, all of which are essential for professional success and civic harmony. 6. Aligns Virginia with National Educational Best Practices - Many states and professional education organizations support inclusive curriculum standards. HB614 aligns Virginia with best practices in education, ensuring that the Commonwealth remains competitive, modern, and forward-looking. Based on all the above, I urge you to vote YES for HB614! Sincerely, Paul Noursi Vienna, VA 703-255-4150

HB 614 moves history education away from teaching facts, evidence, and critical thinking and toward state-mandated affirmation of identity and perspective. Instead of asking schools to teach history fully and honestly, it requires instruction to promote approved viewpoints chosen by the Board of Education. That is a fundamental shift. History should help students analyze what happened and why. Once the state tells teachers which groups must be “affirmed” and how, classrooms become ideological spaces, not places of inquiry. Teachers are pressured to follow a script rather than encourage debate, and students learn which answers are safe instead of how to think critically. Today’s majority does not control tomorrow’s curriculum. The same law used now to enforce one worldview can later be used to enforce another. Parents and educators who support this bill today could soon find themselves bound by a curriculum they fundamentally oppose. HB 614 politicizes history, chills honest discussion, and hands lasting control of curriculum to whichever political faction holds power. That weakens education for everyone.

I oppose HB 614. It is entirely about embedding ideological content throughout the curriculum. It focuses on divisive identity politics and deliberately drags the public schools into political quagmire, rather than a single-minded focus on rigorous academics, which should be the guiding principle of all education policy. Please vote no on this divisive and unnecessary legislation.

I opposed DEI, SEL, and other forms of discrimination in our education systems. It is shameful public education system continues to lower standards and expectations for some students. Students and teachers need to be rewarded for their hard work without focusing on their race, gender, religion, or economic status. Diversity and inclusion Please judge human beings by their character and actions. DEI is a Marxist ideology and we have witnessed the failures. We don’t need to have a religion or race month to justify the incredible sacrifices, accomplishments and achievements of everyone in the world. It is disgraceful to recognize and celebrate one group over the other. No wonder many parents don’t want to send their children to public schools anymore.

I strongly oppose this bill.

Please add a reference to May as Jewish American Heritage Month. The GA has been great of late about recognizing May for the Jewish community and celebrating all of the historic contributions to Virginia. Thank you kindly.

I support HB 719. It is an important step in truthful education about fetal development.

I support this bill.

Dear Members of the Virginia Legislative Committee, I write to express my strong support for HB 721, which establishes the fundamental right of parents to opt their children out of certain educational content in public schools. As a concerned citizen and a parent of two children in Virginia’s public school system, this legislation is deeply personal to me, as it directly impacts my ability to ensure my children’s education aligns with our family’s values and beliefs. HB 721 addresses a critical need by empowering parents to make decisions about the materials and topics to which their children are exposed. Specifically, this bill allows parents to review curricula and instructional content in advance and request exemptions from specific lessons or materials deemed inappropriate or objectionable. This provision is essential in an era where educational content can sometimes include sensitive or controversial topics that may not reflect every family’s perspective. By granting parents this right, the bill ensures that our voices are heard and respected in the educational process, fostering a partnership between schools and families rather than a one-size-fits-all approach. Additionally, HB 721 provides a clear mechanism for parents to engage with educators through a structured opt-out process. This transparency and accountability are vital to maintaining trust in our public education system. Without such a mechanism, parents like me often feel sidelined, unable to influence what our children are taught despite our role as their primary caregivers and advocates. This bill rectifies that imbalance, reinforcing the principle that parents should have a say in shaping their children’s moral and intellectual development. As a parent, I have encountered instances where certain content in my children’s curriculum raised concerns for our family. Without a formal right to opt out, I felt powerless to address these issues in a meaningful way. HB 721 would provide me and countless other parents with the assurance that we can protect our children from exposure to materials that conflict with our values, while still ensuring they receive a comprehensive education. This legislation directly affects my family’s peace of mind and our trust in the public school system. In conclusion, I urge the committee to support HB 721. This bill is a necessary step toward affirming parental rights and fostering collaboration between families and educators. It matters profoundly to parents like me who seek to guide our children’s education with care and intention. Thank you for considering this perspective and for your dedication to serving the Commonwealth of Virginia

Dear Members of the Virginia Legislative Committee, I am writing to express my strong support for HB 721, which establishes the fundamental right of parents to opt their children out of certain educational content in public schools. As a parent deeply invested in my children’s upbringing, I believe this bill is essential to preserving parental authority and protecting the well-being of our students. HB 721 recognizes that parents are the primary decision-makers in their children’s education, particularly when it comes to content that may conflict with family values or pose potential harm. This legislation empowers parents to make informed choices about what their children are exposed to in the classroom, ensuring that sensitive or controversial materials are not imposed without consent. Additionally, the bill reinforces the principle that the state and school systems should not overstep into personal family matters, allowing parents to maintain control over their children’s moral and emotional development. As a parent, I have always believed it is my right to shield my children from programs or materials that I deem inappropriate or detrimental to their health and values. This is especially critical when it comes to sexually explicit subjects or content that, once seen, cannot be unseen. Without the ability to opt out, parents like me may remain unaware of the potential damage done to our children until it is too late. HB 721 ensures that I can exercise this fundamental responsibility without fear of state or school interference, protecting my family’s values and my children’s innocence. This bill directly impacts my ability to safeguard my children’s well-being, aligning with my deeply held belief that such personal matters are not the business of external entities. I also appreciate that HB 721 respects the diversity of family perspectives by giving parents the autonomy to decide what is best for their own children. This approach fosters trust between schools and families, ensuring that education remains a collaborative effort rather than a top-down mandate. In closing, I firmly support HB 721 because it upholds the essential role of parents in guiding their children’s education and protects our right to make decisions aligned with our values. This bill matters deeply to me and countless other families across Virginia who seek to preserve our authority and protect our children from content we deem harmful. Thank you for considering this perspective as you deliberate on this important subject.

I support HB 721. Parents have the fundamental right to decide when and how these sensitive topics are presented to their children. There should always be informed consent, or the ability to opt-out before children are exposed to this kind of material.

HB478 This testimony is in favor of the enactment of a Fine Arts Seal of Excellence on high school diplomas. In considering the Fine Arts Seal of Excellence on a diploma, a lot is to be considered. Guidelines and criteria should reflect the dedication students have given to the Fine Arts Program of their school district to receive such an honor. This honor would be not only an encouragement to the dedication and participation of the programs that really compliment the educational experience students receive academically, This recognition would not only serve to encourage the students participating and dedicating themselves, but also be a lighthouse to beacon prospective students to participate in such programs. We have long known the value of such programs to improve academic improvement, aid in responsibility through punctuality and taking ownership of being a part of team effort. These skills are valuable and carry young people into adulthood and through the rest of their lives. To recognize their significant dedication to such programs for most of their formidable high school years will I believe shape stronger intellect and success in our future graduates. Please deeply consider the positive impact this will have on future graduates when approving this measure. Respectfully, Mrs. O’Neill

I support this bill.

Hello, I am student of Charlottesville high school. my name is Nargis Haidary. I support the HB 836 student. Every student should feel safe at school and I want to support my classmates. I think we should support each other because we protect human rights, prevent the separation of families, and maintain the safety and stability of communities.

Chair and Members of the Subcommittee: My name is Anne Kelsey, and I am a Senior Policy Analyst at the Young Center for Immigrant Children’s Rights. The Young Center protects and advances the rights and best interests of immigrant children and advocates for an immigration system that treats children as children first. The Young Center urges the Subcommittee to support HB 836. Every child deserves to feel safe and supported at school, regardless of immigration status. Yet in January 2025, the federal administration rescinded its sensitive locations policy that kept immigration enforcement away from schools, churches, and hospitals. This change has resulted in increased ICE enforcement and presence near schools, leading to direct harm to children, families, and communities. Across the country, and in Virginia, we see rising absenteeism, declining participation in school activities, and pervasive fear and anxiety. It is not only undocumented or uncertainly documented children that are affected, but all children who see their family, friends, and community under attack. Considering these serious and ongoing harms, it is critical that Virginia act to protect their students and their schools. In addition to important privacy protections and state-wide uniform procedures, HB 836 would codify the constitutional right to a free public education regardless of immigration or citizenship status into state law. Plyler v. Doe, the Supreme Court decision from 1982 that affirms this right, is under attack by anti-immigrant advocates and legislators across the country. Thus, it is important that Virginia act now to clearly affirm and codify the right to a free public education for all children.

I am a student at Charlottesville High School writing in support of HB-836. This bill is important to pass because of the effect ICE will have on students. With the constant fear of ICE when attending schools, illegal and even legal students might not benefit from the same education as everyone else. Every student should feel safe in schools, whether or not they are legal. School should be a safe space of education and growth, rather than a place someone is scared to go. Because of this fear, many students don't attend classes or miss long periods of school. Every kid deserves an education, as they are the foundation of our future. This is true for every child in America, a citizen or not. I urge you to vote in favor of HB-836.

I'm a student at Charlottesville high school and I'm supporting this bill and our school needs more money to support their students and help students with what stuff they need to have.

We are students from Charlottesville High School and we are in a class right now with students from 8 different countries, cultures, and backgrounds. We feel safe in our school because there is no ICE presence and we have teachers we trust. Even though some students bully, we still feel safe. We understand not all students in Virginia feel this safe, and if ICE were in schools then students will stop coming. If students stop coming, then when the next election happens, it won't matter because they will have missed so much. And then they will not have degrees or jobs. They are humans like us. Hate is not the way to go forward. Please vote for HB836 and tell your colleagues to do the same. Abdulazeez, Mohammad, Heidan , Alinoti

I am writing in support of SB 836. I am the Language Justice Coordinator at Richmond Public Schools and work with multilingual/immigrant families every day. This bill is important because it would guarantee the right to a free public education for all children across the commonwealth. A child's right to learn should never be dictated by their birthplace. Education is a cornerstone of our society, and especially in Virginia. For that reason, schools need to be safe havens for our children. They should not have to worry about their safety or immigration status while trying to learn. Codifying these protection sends the message that we value children first in Virginia. We cannot be leaders in education when our most vulnerable students aren't protected. Please stand on the side of justice, compassion, and progress for the future of Virginia.

Chair and Members of the Subcommittee: My name is Ryan Durazo, and I am a Supervising Attorney with Ayuda’s Children’s Program. Ayuda is a nonprofit organization that provides legal, social, and language access services to immigrant communities across the Commonwealth of Virginia. Every day, Ayuda works alongside immigrant children and families who are seeking safety, stability, and dignity. We strongly urge the Subcommittee to support HB 836. HB 836 is urgently needed to ensure that Virginia’s public schools remain safe, welcoming spaces for all students, regardless of their actual or perceived immigration status. I would like to share the story of “Daniel,” a young person we represent, whose experience illustrates why HB 836 is necessary. Daniel is a freshman in high school; with the help of Ayuda and state services, he was receiving a fresh start after a traumatic childhood; when we read the horrific details of the abuse his parents inflicted on him aloud in court, even the judge cried. Daniel’s story was on the verge of being one of hope; he’d been engaging in music therapy and has a notebook full of songs he is excited to share. However, because of his county’s 287(g) agreement, all that changed last fall; Daniel had been receiving therapeutic services in foster care for just under a month when he had a non-violent disciplinary issue at school; his school resource officer, in coordination with the county sheriff, used this incident as an excuse to call ICE on Daniel. ICE came to Daniel’s foster home, and using deceptive and intimidating tactics, and information they had obtained through the 287(g) agreement, took Daniel away in handcuffs and within a matter of hours, transported him across state lines where he couldn’t be reached. All this, despite Daniel having legal protection from deportation, which rarely matters to ICE. As of today, we are still fighting for Daniel’s release. He spent Christmas in detention because of a sheriff and school resource officer who were enabled by 287(g) to act as immigration enforcement based on Daniel’s perceived immigration status. Daniel’s case is not an isolated incident. Across the state, we have seen how collaboration between local law enforcement, school personnel, and federal immigration authorities erodes trust, discourages school attendance, and traumatizes and retraumatizes children, some of whom, like Daniel, are already survivors of abuse, abandonment, or neglect. HB836 provides a clear solution: protecting student privacy, prohibiting discrimination and intimidation based on immigration status, establishing uniform rules for law-enforcement interactions in schools, and providing clear enforcement mechanisms for families. These protections are essential to restoring trust, stabilizing enrollment, and ensuring that children can learn without fear. Research and local data show that immigration enforcement activity in and around schools leads to increased absenteeism, declining enrollment (particularly among multilingual learners) and significant harm to student well-being and academic outcomes. On behalf of Ayuda and the children and families we serve, we urge you to vote yes on HB 836. Virginia’s schools must be places of learning and healing, not fear. Young people like Daniel deserve nothing less. Thank you for the opportunity to submit this testimony and for your consideration. Respectfully submitted, Ryan Durazo

Good afternoon, Chair and members of the committee. My name is Dr. Jennifer Blackwell, and I am the Director of Multilingual Learner Success for Richmond Public Schools, and I am speaking in support of HB 836. Since early 2025, changes in federal enforcement have removed the protections that used to keep immigration enforcement out of our school zones. The impact in our schools was immediate. We saw rising absenteeism and declining enrollment, specifically among our multilingual learners and our newcomer students. When families fear that dropping their child off at school could lead to family separation, they keep their children home. And we know that children cannot learn if they are not at school. We know that children cannot learn if they are living in fear! Currently, Virginia has no state-level protections, leading to inconsistent responses across divisions. In Richmond Public Schools, we have taken a proactive approach to ensuring the safety of our students by reviewing and revising our school board policies, by training multiple RPS stakeholders on student privacy and student rights, and by providing family and community resources, but even with all of the work we’ve done to communicate safety and love as a school division, it still does not feel like enough! The inconsistency between what school divisions have been able to create and the lack of protections that currently exist breeds fear. Nothing breaks your heart more than knowing that your 5th-grade multilingual learner student, who won the science fair, won’t be at the ceremony and celebration after school because his parents are fearful of showing up to school. Nothing breaks your heart more than seeing a high school senior seriously contemplate dropping out of school, now that they have to work to support their family because their father was publicly detained at the school bus stop. HB 836 is the solution. It strengthens student privacy and strictly limits when schools can collect or share immigration-related information. It ensures that our schools remain safe havens focused on education, not enforcement. By passing this bill, you guarantee that every child in the Commonwealth can learn without fear. I urge you to vote yes on HB 836.

I oppose this bill because it takes a protection that already exists under federal law and turns it into a sweeping liability trap for schools. No child should ever be denied a public education based on immigration status. That is already settled law. What this bill does instead is force school boards, principals, teachers, and even school resource officers into legal and constitutional decisions they are not trained to make, while exposing them to lawsuits for vague, subjective violations based on “perceived” status. This bill does not strengthen education. It expands legal risk, invites litigation, and pulls schools into immigration enforcement conflicts that belong in the courts, not the classroom. It replaces clarity with fear and discretion with rigid rules, making schools less safe and less focused on teaching. Protecting students does not require turning educators into legal gatekeepers or making schools targets for civil lawsuits. We can uphold the right to education without undermining local governance, law enforcement coordination, or common sense. That is why I oppose this bill.

HB478 This testimony is in favor of the enactment of a Fine Arts Seal of Excellence on high school diplomas. In considering the Fine Arts Seal of Excellence on a diploma, a lot is to be considered. Guidelines and criteria should reflect the dedication students have given to the Fine Arts Program of their school district to receive such an honor. This honor would be not only an encouragement to the dedication and participation of the programs that really compliment the educational experience students receive academically, This recognition would not only serve to encourage the students participating and dedicating themselves, but also be a lighthouse to beacon prospective students to participate in such programs. We have long known the value of such programs to improve academic improvement, aid in responsibility through punctuality and taking ownership of being a part of team effort. These skills are valuable and carry young people into adulthood and through the rest of their lives. To recognize their significant dedication to such programs for most of their formidable high school years will I believe shape stronger intellect and success in our future graduates. Please deeply consider the positive impact this will have on future graduates when approving this measure. Respectfully, Mrs. O’Neill

Federal law already guarantees every child access to a free public education regardless of immigration status. That protection is settled. HB 912 does not add new rights for students. Instead, it layers on new mandates, new training requirements, and a new civil cause of action that exposes school divisions to lawsuits for subjective, after-the-fact claims. The bill forces schools to police “actual or perceived” immigration status, a vague standard that invites confusion and litigation even when staff act in good faith. It also requires school administrators to manage law enforcement access decisions, placing educators in the middle of legal determinations they are not trained or equipped to make. Most concerning, HB 912 expands liability without improving instruction, safety, or student outcomes. It increases paperwork, compliance costs, and legal exposure while distracting schools from academics, discipline, and student achievement. Schools should not become enforcement bodies for social policy debates, nor should teachers and administrators operate under constant threat of lawsuits for actions unrelated to education. HB 912 solves no gap in the law, but it creates real operational and legal problems for local school boards. For those reasons, HB 912 should not advance.

HB478 This testimony is in favor of the enactment of a Fine Arts Seal of Excellence on high school diplomas. In considering the Fine Arts Seal of Excellence on a diploma, a lot is to be considered. Guidelines and criteria should reflect the dedication students have given to the Fine Arts Program of their school district to receive such an honor. This honor would be not only an encouragement to the dedication and participation of the programs that really compliment the educational experience students receive academically, This recognition would not only serve to encourage the students participating and dedicating themselves, but also be a lighthouse to beacon prospective students to participate in such programs. We have long known the value of such programs to improve academic improvement, aid in responsibility through punctuality and taking ownership of being a part of team effort. These skills are valuable and carry young people into adulthood and through the rest of their lives. To recognize their significant dedication to such programs for most of their formidable high school years will I believe shape stronger intellect and success in our future graduates. Please deeply consider the positive impact this will have on future graduates when approving this measure. Respectfully, Mrs. O’Neill

Public schools are not religious institutions. Children should not be told by the government that they are. Requiring by law the display of the Ten Commandments in every classroom in every public elementary and secondary school is such an obvious infraction of the First Amendment of the US Constitution. Religion should be studied in schools, not enforced.

I oppose HB1146.

I am strongly opposed to HB 1146 because it violates the separation of church and state.

The classroom or School Is not place for religion to be shared. No crosses, no Ten Commandments, no ideology of personal religious beliefs. It crosses a line and disrespects so many of either different religions than Christianity, some who aren’t religious at all. forcing religion down people’s throats to push own personal agendas is wrong. On every level. Pushing this country and our children to be Christians when the actual actions of these people are anything BUT the teachings of Christianity is wrong. It’s the ultimate hypocrisy and has no place in schools. We need leaders who stand for ALL. And thus needs to be rejected 100%.

The classroom or School Is not place for religion to be shared. No crosses, no Ten Commandments, no ideology of personal religious beliefs. It crosses a line and disrespects so many of either different religions than Christianity, some who aren’t religious at all. forcing religion down people’s throats to push own personal agendas is wrong. On every level. Pushing this country and our children to be Christians when the actual actions of these people are anything BUT the teachings of Christianity is wrong. It’s the ultimate hypocrisy and has no place in schools. We need leaders who stand for ALL. And thus needs to be rejected 100%.

Short of a philosophy or religions of the world classroom, the Ten Commandments have no reason to be displayed in a public school.

Please bear with me as I am a high school drop out with a GED and dyslexia. As a parent of two children with IEP's I do not believe the SOLIS should be any part of their grade. These test are an added steps, worry and disappointment to most students as it is. NO religion should be posted on school property. NO TEN COMMANDMENTS. And truths from all sides of history should be taught including January 6th. Our children deserve the truth.

This bill is a violation of the separation of Church and State. No public school should promote an individual faith. If so, I would like to see the Representative submit a bill demanding schools promote Islamic ideals or the Satanic Tenants.

The Ten commandments should not be posted in schools. Not all students are Christian. My family is Unitarian. If the commandments are posted in schools, the 7 Unitarian principles should be posted as well. If the commandments are posted in schools, my children will be home schooled until they are taken down.

My name is Faith Colson, and I am representing myself in support of House Bill 1195. I am the survivor of sexual abuse, perpetrated by my high school teacher when I was a minor. He methodically groomed me to trust him, to see him as a mentor and shoulder to cry on. Then one day he kissed me, and within weeks, he sexually assaulted me inside the school building. The next day, I went to school, including to his class. I was still his student, and he still had power over me. He told me he was afraid of going to jail, and I knew his life was in my hands. He had spent months convincing me he loved me, and I thought it was my duty to protect him. Sadly, it took me 4 years to leave him, and another 13 years to report him. Becoming a mother showed me how wrong he was, how he took my vulnerability and trust and used it against me to violate me and take my innocence. In my adulthood, I was able to get help, to seek therapy, and I’m proud to report that I have a stable life with love and hope in it. But this will forever have an impact on me, and some students do not recover. The worst part of my abuse was finding out years later that other adults saw warning signs and did not respond appropriately. He should have never been in the classroom before he abused me. It was completely preventable. People who commit sexual misconduct often evade criminal convictions, meaning that there is no criminal paper trail to warn the next school district. That is why defining sexual misconduct and making sure that it is not concealed is so vital—if someone harms a student in one district, they could do so again at the next one, and that hiring district needs to know the substantiated misconduct history in order to protect their students. Raising the standard of care in this way protects students and promotes school safety. Most teachers would never harm a student, but those who do can create a lifetime of destruction. It’s estimated that 10-17% of students will experience sexual misconduct before graduating high school, and this bill can help to prevent that. Please vote yes. Thank you.

As a Virginia Beach resident, I strongly oppose House Bill 1374 and am concerned by the Delegate’s decision to support it. I am neither a graduate of the Virginia Military Institute (VMI) nor the parent of a VMI student ; however, I greatly admire the institution and its long-standing mission. I have worked in public education for over 30 years at both the PreK–12 and collegiate levels, and I know from experience that the most effective leadership comes from those closest to the institution and its unique culture. The proposal to shift governance of VMI to another Virginia state college is unwise.

Please oppose HB 1204. Vouchers disproportionately impact students with disabilities because they divert public funding away from public schools that are legally required to serve all students while sending money to private schools that are not required to provide special education services, follow IEPs, or accept every child. As a result, students with disabilities often lose both resources and protections, leaving them with fewer supports and fewer real choices. For this reason, we strongly oppose HB 1204. Thank you.

Mr. Chair, members of the committee, my name is Bethany Kirschner. As a homeschooling mother of four, I’d like to thank the patron for the bill and encourage you to support this bill that would ensure my four Virginia-born and raised children, and all other eligible homeschoolers, get the same rights and services as other Virginian children. Thank you.

HB 1204 is a simple, common-sense bill that puts decisions back where they belong: with local governments and families. This bill does not mandate vouchers, cut public school funding, or change Virginia’s compulsory attendance laws. It simply allows localities, if they choose, to let a portion of per-pupil SOQ funds follow a student when a family lawfully meets attendance requirements outside the public school system. Families who choose private schools or home instruction are still taxpayers. They are still supporting public schools, even though their child no longer uses those services. HB 1204 recognizes that reality and restores basic fairness. Just as important, this is a local option, not a statewide mandate. Elected local officials decide whether it makes sense for their community. If a locality believes the policy isn’t right for them, they don’t have to adopt it. HB 1204 also creates healthy pressure for innovation. When funding reflects real student enrollment, school systems are encouraged to respond to families’ needs rather than assume students have no alternatives. At the end of the day, this bill strengthens parental rights, respects local control, and acknowledges that one size does not fit every child. It’s a modest, responsible step that gives families flexibility without undermining public education, and that’s why it deserves support.

As a taxpayer, I am asking you to vote no on these bills. Private schools should remain just that….private. As much as parents are paying for their children’s education, because they feel it’s what is best for them, government shouldn’t have a say in how those schools conduct themselves. As far as homeschoolers receiving funds, please know, homeschoolers do not want assistance of any kind, they are happily paying taxes and would rather the money be used in the public school system.

The bill as written, coupled with HB1204, is an absolute disaster for homeschoolers, private schoolers, co-ops, micro schools, and any version of education outside public schools. I strongly disagree with this bill as any financial assistance to families outside the public school system should be only tax credits. That ensures the financial aid is not coming out of public funds and thus cannot have strings attached by the government on what can be taught and what tests have to be taught to. VOTE NO on HB1204.

SUPPORT! The Virginia Education Opportunity Alliance (VEOA) is a coalition of more than 1,000 grassroots members committed to expanding education options for families across the Commonwealth. This bill empowers local school districts to establish a funding mechanism that allows students who are struggling in traditional public schools to access alternative education models. By doing so, it gives local boards of supervisors and school boards greater flexibility and control over their budgets to respond to the needs of families in their own communities. Participation is voluntary, and families who have concerns about program requirements are not required to participate.

I vehemently oppose any measures that redirect public funding out of public schools to any private, religious or home-school purpose.

As stated in this bill, HB1204, For "funds derived from local levies", "governing body may reserve per pupil amounts of such apportioned costs and instead appropriate such amounts to the parents of students in the local school division for the satisfaction of the compulsory attendance of their children in nonpublic school settings". This effectively allows local governing bodies to give funds to private schools and homeschools. In league with HB1204, HB359 then goes on to state that any private schools who receive funding from any source funded in whole or in part from public funds (E.g., HB1204 funds), will be required to participate in the Standards of Learning assessments at the grade levels and subjects required for public schools. HB1204 gives government handouts to homeschoolers. HB359 then forces non-public educational facilities who received government handouts to participate in assessments in accordance with public school requirements. Both bills were filed at the same time, in collusion AGAINST Virginia schools. It is obvious they are trying to trick private schools and homeschool families into taking the money and losing their rights as a result. Shame on Delegates Scott and Helmer for this underhanded scheme. Please do NOT support either of these bills.

In 2018 in Loudoun County, a nonspeaking child named Gigi was secluded in a makeshift room created with classroom furniture. In 2019, Fairfax County made national news for the misuse and misreporting of restraint and seclusion. In June 2019, Governor Northam signed Gigi’s Law, requiring the Virginia Department of Education to create regulations to limit restraint and seclusion. HB 1229 codifies these regulations—making them consistent statewide, enforceable, and not subject to change or rollback through regulation alone. This remains urgent. Recently in Virginia Beach, an 11-year-old was reportedly secluded for more than two hours in a similar makeshift space, repeatedly injuring himself, in an incident that may have contributed to his death. We would support a full ban on seclusion, as FCPS has done and Virginia Beach SEAC is now calling for, but in the meantime - Codifying these regulations as they are will protect students, support staff, and ensure consistent accountability. We urge you to support this bill.

Public Comment in Support of HB1229- VOTE YES! I’m writing in support of HB1229 because Virginia’s students deserve consistent, enforceable protections when it comes to the use of seclusion and restraint in schools. These practices carry real physical and emotional risks, especially for young children and for students with disabilities. The Board of Education’s existing regulations were created for a reason—they set clear limits, require documentation, and emphasize prevention and de‑escalation. Codifying these protections in law ensures they cannot be weakened, ignored, or inconsistently applied across divisions. Families need to know that when a child is in crisis, the response will follow evidence‑based standards focused on safety, dignity, and de‑escalation. Without these safeguards in statute, students—particularly our most vulnerable learners—are at greater risk of harm. HB1229 strengthens accountability and transparency by making these protections part of the law rather than leaving them solely to regulation. This bill does not prevent schools from responding to emergencies. It simply ensures that any use of seclusion or restraint is governed by clear, statewide rules designed to protect children and guide staff toward safer, more effective practices. For the well‑being of students and the peace of mind of families, I urge you to support HB1229.

According to data for 2024-2025 posted on the Virginia Department of Education website, 66 school divisions (of 131) did not restrain any students, and 104 did not seclude any students. What can be learned from the schools that didn't find it necessary to restrain and/or seclude students? This bill seems to be based on existing VDOE regulations, which rely on outdated behaviorism approaches. A more preventative approach would focus on trauma-informed, neurodiversity affirming, neurodevelopmentally appropriate, brain science aligned practices that recognize the impact of stress on brain functioning and differentiate between intended (chosen) behaviors and stress reactions (fight, flight, freeze, fawn), since different responses are required. It is disturbing that the bill presumes that a child with a disability may be likely to “require” restraint and seclusion.

1229 while hard to understand the context got a thumbs up from fellow autistics. That’s good enough for me. And 298 I’ve been getting voters’ attention about for weeks. I wish we had both these bills when I was a student.

I support this bill because it draws a firm, necessary line between protecting students and harming them. HB 1229 does not ban schools from intervening in emergencies. It preserves the ability of staff to act when a student or others are in immediate danger. What it does is make sure that those interventions are rare, clearly justified, humane, and transparent. For too long, restraint and seclusion have lived in a gray area where practices varied widely from school to school, parents were sometimes notified late or not at all, and students, particularly students with disabilities, bore the risk. This bill replaces that uncertainty with clear rules, strong safeguards, and real accountability. It prioritizes: De-escalation over force Safety over convenience Transparency over discretion Support over punishment Just as important, it protects educators by setting clear standards and training expectations, rather than leaving them exposed to inconsistent policies or after-the-fact scrutiny. At its core, this bill says something simple but powerful: Emergency measures should never become routine, and safety should never come at the cost of dignity. That is a principle worth supporting.

HB478 This testimony is in favor of the enactment of a Fine Arts Seal of Excellence on high school diplomas. In considering the Fine Arts Seal of Excellence on a diploma, a lot is to be considered. Guidelines and criteria should reflect the dedication students have given to the Fine Arts Program of their school district to receive such an honor. This honor would be not only an encouragement to the dedication and participation of the programs that really compliment the educational experience students receive academically, This recognition would not only serve to encourage the students participating and dedicating themselves, but also be a lighthouse to beacon prospective students to participate in such programs. We have long known the value of such programs to improve academic improvement, aid in responsibility through punctuality and taking ownership of being a part of team effort. These skills are valuable and carry young people into adulthood and through the rest of their lives. To recognize their significant dedication to such programs for most of their formidable high school years will I believe shape stronger intellect and success in our future graduates. Please deeply consider the positive impact this will have on future graduates when approving this measure. Respectfully, Mrs. O’Neill

I support this bill.

SOL, growth assessments, district given testing should never be allowed to be a part of the child’s final grade. We have made our children and teachers into robots. They are no longer teaching content but teaching to a test. Our children are the ones being sacrificed. The wording on the SOL and district testing is so far complex no wonder they can get through it. There are children who have developed severe test anxiety from your extensive testing at such a young age. Why would you ever think it would be ok to penalize them and count any of your SOL or district tests as their grades???? In my opinion get rid of the testing! Get rid of the chromebooks. Let the teachers get back to real educating. You will find your data and numbers might drastically change.