Humane Education=Character Education

NAC 389.195.

“2.In addition to the courses prescribed by subsection 1, a course of study in academic achievement, career exploration, and personal and social development is prescribed for pupils in seventh or eighth grade.” (Source)

Chapter 193-F: Pupil Safety and Violence Prevention

“IV. A school board or board of trustees of a chartered public school shall, to the greatest extent practicable, involve pupils, parents, administrators, school staff, school volunteers, community representatives, and local law enforcement agencies in the process of developing the policy. The policy shall be adopted by all public schools within the school district and, to the extent possible, the policy should be integrated with the school’s curriculum, discipline policies, behavior programs, and other violence prevention efforts.” (Source)

New Hampshire Administrative Rules Ed 306.04 Policy Development.

“(a) In accordance with Ed 303.01, the local school board shall adopt and implement written policies and procedures relative to: (1) Absenteeism and attendance; (2) Promoting school safety; (3) Discipline; (4) Records retention, including electronic files; (5) Character and citizenship; […] (i) The policy relative to character and citizenship development shall: (1) Include those elements of character and citizenship to be incorporated in courses of study or instilled, by example, in a caring educational environment, including but not limited to: a. Self-discipline, self-respect, and self-control; b. Pursuant to Part 2, Article 83 of the New Hampshire Constitution, humanity, benevolence, and truth and honesty with self and others; c. Fairness, integrity, and justice; d. Respect, courtesy, and human worth; e. Responsibility to oneself and others; f. Community service; and g. Pursuant to RSA 186:13, the rights and responsibilities of citizenship; and (2) Be developed in consultation with school staff, administration, parents, and other representatives of the community.” (Source)

2013 New Jersey Revised Statutes
Title 18A–EDUCATION
Section 18A:35-4.1–Course of study in principles of humanity

“Each board of education may teach, by special courses or by emphasis in appropriate places of the curriculum, in a manner adapted to the ages and capabilities of the pupils in the several grades and departments, the principles of humanity as the same apply to kindness and avoidance of cruelty to animals and birds, both wild and domesticated. L.1967, c.271.” (Source)

“L1.9 Social and Emotional Learning (SEL)

School possesses and promotes schoolwide behavioral norms, and explicitly teaches them along with social emotional competencies such as “selfawareness,” “self-management,” “social awareness,” “decision making,” or “relationship development skills.”” (Source)

New York Consolidated Laws, Education Law–EDN § 809. Instruction in the humane treatment of animals

“The officer, board or commission authorized or required to prescribe courses of instruction shall cause instruction to be given in every elementary school under state control or supported wholly or partly by public money of the state, in the humane treatment and protection of animals and the importance of the part they play in the economy of nature as well as the necessity of controlling the proliferation of animals which are subsequently abandoned and caused to suffer extreme cruelty. Such instruction shall be for such period of time during each school year as the board of regents may prescribe and may be joined with work in literature, reading, language, nature study or ethnology. Such weekly instruction may be divided into two or more periods. A school district shall not be entitled to participate in the public school money on account of any school or the attendance at any school subject to the provisions of this section, if the instruction required hereby is not given therein.” (Source)

Section 801-A. Instruction in civility, citizenship and character education

“The regents shall ensure that the course of instruction in grades kindergarten through twelve includes a component on civility, citizenship and character education. Such component shall instruct students on the principles of honesty, tolerance, personal responsibility, respect for others, with an emphasis on discouraging acts of harassment, bullying, discrimination, observance of laws and rules, courtesy, dignity and other traits which will enhance the quality of their experiences in, and contributions to, the community. Such component shall include instruction of safe, responsible use of the internet and electronic communications. The regents shall determine how to incorporate such component in existing curricula and the commissioner shall promulgate any regulations needed to carry out such determination of the regents. For the purposes of this section, “tolerance,” “respect for others” and “dignity” shall include awareness and sensitivity to harassment, bullying, discrimination and civility in the relations of people of different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, genders, and sexes.” (Source)

Session Law 2001-363
House Bill 195

“Each local board of education shall develop and implement character education instruction with input from the local community. The instruction shall be incorporated into the standard curriculum and should address the following traits: (1) Courage.—Having the determination to do the right thing even when others don’t and the strength to follow your conscience rather than the crowd; and attempting difficult things that are worthwhile. . . . (4) Kindness.—Being considerate, courteous, helpful, and understanding of others; showing care, compassion, friendship, and generosity; and treating others as you would like to be treated.” (Source)

15.1-07-34.
Youth behavioral health training to teachers, administrators, and ancillary staff. 1. Every two years, each school district may provide a minimum of eight hours of professional development on youth behavioral health to elementary, middle, and high school teachers, and administrators. Each school district may encourage ancillary and support staff to participate in the professional development. Based on the annual needs assessment of the school district, these hours may be designated from the following categories: a. Trauma; b. Social and emotional learning, including resiliency; c. Suicide prevention; d. Bullying; e. Understanding of the prevalence and impact of youth behavioral health wellness on family structure, education, juvenile services, law enforcement, and health care and treatment providers; f. Knowledge of behavioral health symptoms, and risks; g. Awareness of referral sources and evidence-based strategies for appropriate interventions; h. Other evidence-based strategies to reduce risk factors for students; or i. Current or new evidence-based behavior prevention or mitigation techniques. (Source)

3301-35-01 Purpose and definitions.

“‘Extended learning opportunities’ means a variety of initiatives that ensure students have access to a diverse array of content-rich, high-quality opportunities that expand the time they are actively engaged in learning. These opportunities provide students with structured opportunities for academic support and enrichment, extra-curricular activities, service-learning; mentoring, recreation, character education, and other developmental activities.” (Source)

Section 732. Control and Discipline of Child.

“A. Each district board of education shall adopt a policy for the discipline of all children attending public school in that district, and for the investigation of reported incidents of bullying. The policy shall provide options for the methods of discipline of the students and shall define standards of conduct to which students are expected to conform. The policy shall: . . .

“10. Provide for an educational program as designed and developed by the State Department of Education and in consultation with the Office of Juvenile Affairs for students and parents in preventing, identifying, responding to and reporting incidents of bullying.” (Source)

“Oklahoma Statutes 70-1210.229-6. Program of character education.

1. The board of education of every school district in this state may develop and implement a comprehensive program for character education in any single grade or combination of grades, prekindergarten through twelfth. The character education program shall focus on development of character traits in students. The program of character education may include, but shall not be limited to, the voluntary reciting of the Pledge of Allegiance to the flag of the United States of America.
2. The State Department of Education shall develop and make available to all school districts through an Internet website, the following:

• 1. Technical assistance upon request of a school district;

• 1. A list of approved research-based character education programs, curricula, and materials which may be used by school districts;

• 1. A character education honor roll that will recognize school districts that have successfully implemented a comprehensive school-district-wide program of character education and will highlight the positive impacts the program has had on each school or school district; and

• 1. A character education reading list of books that may include, but is not limited to, books that illustrate models of good character and books that relate to the development of good character traits that may be used by schools in a character education program.” (Source)

2017 ORS 336.067¹

Topics given special emphasis in instruction

“In public schools special emphasis shall be given to instruction in:

(a) Honesty, morality, courtesy, obedience to law, respect for the national flag, the Constitution of the United States and the Constitution of the State of Oregon, respect for parents and the home, the dignity and necessity of honest labor and other lessons that tend to promote and develop an upright and desirable citizenry. . .

(d) Humane treatment of animals.” (Source)

Section 1502-E. Character education program.

“The program may include and teach the following basic civil values and character traits: … (2) Respect, including regard for others, tolerance and courtesy. . . . (5) Caring, including kindness, empathy, compassion, consideration, generosity and charity.” (Source)

§ 15-1514. Humane education

“Instruction in humane education shall be given to all pupils up to and including the fourth grade, and need not exceed half an hour each week during the whole school term. No cruel experiment on any living creature shall be permitted in any public school of this Commonwealth.” (Source)

House Resolution
Endorsing the Implementation of Character Development Education in Rhode Island Public Schools

“The Rhode Island General Assembly recognizes that, in the face of the deteriorating social fabric, parents, schools and other community institutions, working together as partners, must increasingly contribute to the development of good character in the young through both teaching and modeling.” (Source)

Non-Codified Policy
“Social and Emotional Learning and development of SEL standards was included as part of the 2015-20 RIDE Strategic Plan in the area of Globally Competent Graduates. One Key Outcome of that Strategic Plan is that “Rhode Island graduates possess the social and emotional skills necessary to persevere through challenging circumstances, to work in partnership with others, and to develop a growth mindset”.” (Source)

SECTION 59-17-135. (Amended) Character education.

“(B)  Each local school board of trustees of the State must develop a policy addressing character education. Any character education program implemented by a district as a result of an adopted policy must, to the extent possible, incorporate character traits including, but not limited to, the following: respect for authority and respect for others, honesty, self-control, cleanliness, courtesy, good manners, cooperation, citizenship, patriotism, courage, fairness, kindness, self-respect, compassion, diligence, good work ethics, sound educational habits, generosity, punctuality, cheerfulness, patience, sportsmanship, loyalty, and virtue.” (Source)

13-33-6.1. Character development instruction.

“Unless the governing body elects, by resolution, effective for not less than one or more than four school terms, to do otherwise, character development instruction shall be given in all public and nonpublic elementary and secondary schools in the state to impress upon the minds of the students the importance of citizenship, patriotism, honesty, self discipline, self respect, sexual abstinence, respect for the contributions of minority and ethnic groups to the heritage of South Dakota, regard for the elderly, and respect for authority.” (Source)

T.C.A. 49-6-1007(a). Character Education –

(a) The course of instruction in all public schools shall include character education to help each student develop positive values and improve student conduct as students learn to act in harmony with their positive values and learn to become good citizens in their school, community, and society. (Source) *Select Legislation and Guidance

Sec. 29.906. CHARACTER TRAITS INSTRUCTION

(a) The State Board of Education shall integrate positive character traits into the essential knowledge and skills adopted for kindergarten through grade 12, as appropriate.
(b) The State Board of Education must include the following positive character traits:
(1) courage;
(2) trustworthiness, including honesty, reliability, punctuality, and loyalty;
(3) integrity;
(4) respect and courtesy;
(5) responsibility, including accountability, diligence, perseverance, and self-control;
(6) fairness, including justice and freedom from prejudice;
(7) caring, including kindness, empathy, compassion, consideration, patience, generosity, and charity;
(8) good citizenship, including patriotism, concern for the common good and the community, and respect for authority and the law;
(9) school pride; and
(10) gratitude.
(c) Each school district and open-enrollment charter school must adopt a character education program that includes the positive character traits listed in Subsection(b). (Source)

Utah Code Part 6: Bullying and Hazing

“(2) To the extent that state or federal funding is available for this purpose, school boards are encouraged to implement programs or initiatives, in addition to the training described in Subsection (1), to provide for training and education regarding, and the prevention of, bullying, hazing, abusive conduct, and retaliation.” (Source)

R277-475-3. Patriotic, Civic and Character Education.

“(1) An LEA shall provide instruction for patriotic, civic and character education in the social studies curricula of kindergarten through grade twelve.(2) An LEA shall ensure an educator has responsibility for patriotic, civic and character education taught in an integrated school curriculum and in the regular course of school work. (Source)

R277-475-7. Civic Engagement.

“B. Civic and character education shall be achieved through an integrated school curriculum and in the regular course of school work.” (Source)

16 V.S.A. § 2902

“2902. Tiered system of supports and educational support team

(5) provide all students with a continuum of evidence-based positive behavioral practices that promote social and emotional learning, including trauma-sensitive programming, that are both school-wide and focused on specific students or groups of students;” (Source)

§ 22.1-208.01. Character education required.

“Each school board shall establish, within its existing programs or as a separate program, a character education program in its schools, which may occur during the regular school year, during the summer in a youth development academy offered by the school division, or both. The Department of Education shall develop curricular guidelines for school divisions to use in establishing a character education program through a summer youth development academy. The purpose of the character education program shall be to instill in students civic virtues and personal character traits so as to improve the learning environment, promote student achievement, reduce disciplinary problems, and develop civic-minded students of high character. The components of each program shall be developed in cooperation with the students, their parents, and the community at large. The basic character traits taught may include (i) trustworthiness, including honesty, integrity, reliability, and loyalty; (ii) respect, including the precepts of the Golden Rule, tolerance, and courtesy; (iii) responsibility, including hard work, economic self-reliance, accountability, diligence, perseverance, and self-control; (iv) fairness, including justice, consequences of bad behavior, principles of nondiscrimination, and freedom from prejudice; (v) caring, including kindness, empathy, compassion, consideration, generosity, and charity; and (vi) citizenship, including patriotism, the Pledge of Allegiance, respect for the American flag, concern for the common good, respect for authority and the law, and community-mindedness.” (Source)

RCW 28A.150.211 Values and traits recognized.

“The legislature also recognizes that certain basic values and character traits are essential to individual liberty, fulfillment, and happiness. However, these values and traits are not intended to be assessed or be standards for graduation. The legislature intends that local communities have the responsibility for determining how these values and character traits are learned as determined by consensus at the local level. These values and traits include the importance of:
(1) Honesty, integrity, and trust;
(2) Respect for self and others;
(3) Responsibility for personal actions and commitments;
(4) Self-discipline and moderation;
(5) Diligence and a positive work ethic;
(6) Respect for law and authority;
(7) Healthy and positive behavior; and
(8) Family as the basis of society.”
(Source)

RCW 28A.230.020 Common school curriculum.

“All teachers shall stress the importance of the cultivation of manners, the fundamental principles of honesty, honor, industry and economy, the minimum requisites for good health including the beneficial effect of physical exercise and methods to prevent exposure to and transmission of sexually transmitted diseases, and the worth of kindness to all living creatures and the land.” (Source)

West Virginia Code 18-2-13

“(a) The state board shall establish a comprehensive approach to integrate character education into all aspects of school culture, school functions and existing curriculum.

(b) The state board shall require all public schools that operate from preschool to grade twelve to develop and integrate components of character development into their existing curriculum. The schools may incorporate such programs as “life skills”, “responsible students”, or any other program encompassing any of the following components:” (Source)

Non-codified Policy

“The Wisconsin Character Education Partnership (WCEP) promotes the intentional, proactive efforts of educators to instill in all Wisconsin’s students, core universal ethical values such as integrity, honesty, fairness, responsibility, and respect for themselves and for others through character education.” (Source)