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Bill would require PD resources to consider historically marginalized students’ experiences
Summary
Senate Bill 5177 would require OSPI’s professional development resource lists to account for the experiences of historically marginalized and underrepresented students when identifying training on social‑emotional, trauma‑informed and culturally sustaining practices.
Senate Bill 5177 would require that professional development resources OSPI identifies for topics such as social‑emotional learning, trauma‑informed practices, mental health literacy and culturally sustaining practices “consider the experiences of historically marginalized and underrepresented groups,” the committee heard.
Committee staff summarized current law requiring districts to use one of three professional learning days every other year on a list of topics and OSPI’s existing duty (subject to appropriations) to publish a list of resources. The proposed change specifies that resources must consider groups including, but not limited to, students with sensory, mental or physical disabilities, neurodivergent students, gender identity/expression, sexual orientation, homelessness, race/ethnicity, religion, national origin and immigration status.
Testimony in support emphasized that professional learning that reflects students’ lived experiences helps educators avoid unintended harm and better support students. Ramona Hattendorf (disability advocacy), Samantha Fogg (Seattle Council PTSA) and John V. Ganapati (Legislative Youth Advisory Council member) described cases where educators' lack of knowledge worsened students’ experiences and urged training that equips staff with practical, inclusive tools. “School staff do not need to be mental health experts, but having relevant basic tools … can literally save a child's life,” Hattendorf told the committee.
Opposition testimony criticized the bill as mandating additional DEI‑focused training, potentially diverting time and resources from academic instruction. Speakers opposing the bill argued the scope could be redundant and contribute to teacher burnout. Committee staff and the sponsor noted the bill clarifies how OSPI compiles resources; no fiscal note had been introduced during the hearing.
The committee then moved to executive session to consider the bill along with other items.
