On Monday, March 2nd, the Senate Education Committee convened to consider several pieces of legislation impacting public education in New Jersey. Among the bills discussed were proposals that would require local boards of education to employ a mandated number of school psychologists and one to require schools to place portable anti-choking devices in multiple locations throughout school buildings. NJPSA expressed concerns regarding both measures, particularly the potential for unfunded mandates, operational challenges, and unintended consequences for districts already navigating staffing shortages and budget constraints. In addition, NJPSA Board Member Anthony Scotto appeared before the committee to provide testimony on proposed changes to the current delivery of financial literacy instruction. Scotto emphasized that while NJPSA strongly supports financial literacy education, the proposed revisions could disrupt existing instructional models, reduce local flexibility, and create scheduling constraints that may ultimately limit meaningful opportunities for students.
Requires high school students to receive financial literacy instruction (S-3462)
The bill requires that for a State-endorsed diploma, district boards of education to develop, adopt, and implement local graduation requirements that require a high school student to complete a stand-alone financial literacy course. Current available options including the use of aligned electives that meet the financial literacy learning Standards, and Option II would no longer be permitted if this bill passes into law. NJPSA strongly opposed this limitation in student options.
The bill would also add additional content to be included in the financial literacy curriculum, including behavioral economics, banking, consumer skills, taxes, college financial planning, and accounting. Finally, the bill requires that the financial literacy instruction be taught by teachers with appropriate instructional endorsements, but does not identify which specific certifications are “appropriate.”
Despite in-depth testimony expressing significant concerns from the education committee, the bill passed unanimously (5-0). The bill has been Second Referenced to the Senate Budget and Appropriations Committee. NJPSA opposes this bill as currently drafted.
Would Require Portable Anti-Choking Devices be Placed in Schools (S-1123)
This bill requires public and nonpublic schools to ensure that at least one portable anti-choking device is made available in the cafeteria, school nurse’s office, and any other similar location. “Portable anti-choking device” means a portable medical device that uses manually created suction to remove blockage from the airway during a choking emergency and has been registered as a Class II acute upper airway obstruction device with the United States Food and Drug Administration.
The sponsor worked with NJPSA and other major education stakeholder groups to address concerns about cost and liability. The bill was amended by the Committee, The responsive amendments addressed the vast majority of the concerns expressed by the education community. However, NJPSA testified that unless and until the device is approved by the FDA, the bill should be permissive, and not a mandate. PSA staff also noted that the Commissioner of Education is not independently qualified to assess the efficacy of such devices, and any stipulations that she do so should require cooperation with the Department of Health, at minimum.
The bill was unanimously released from Committee by a vote of (5-0). The bill has now been Second-Reerenced to the Senate Budget and Appropriations Committee.
Would Require Local Boards of Education to Employ Certain Number of School Psychologists (S-1374)
This bill would require local boards of education to employ and assign on a full-time basis to each school within the school district at least one school counselor. The bill also provides that the maximum student to school psychologist ratio per school in a school district will be 500:1.
While NJPSA supports the goal of this legislation, and any initiative that can help support student mental health, we cannot support mandating staffing ratios and inflexible, rigid requirements in statute due to current manpower limitations, funding shortages, and the inability to account for individual school needs.
The bill was unanimously released from Committee by a vote of (5-0). The bill has now been Second-Reerenced to the Senate Budget and Appropriations Committee.
This bill would require school districts that employ a school psychologist and offer in-person school psychology services to students in grades kindergarten through 12 to allow students to attend counseling sessions or meetings of any kind through virtual or remote means. Under the bill, a student will not be eligible to participate in remote psychology sessions if the school psychologist determines that in-person counseling is in the best interest of the student.
Also under the bill, a student will not be required to attend a school counseling session or meeting with a school psychologist remotely, and will be permitted to continue to attend sessions in-person. As used in the bill, a “school psychologist” means a person who holds a New Jersey standard educational services certificate with a school psychologist endorsement.
The bill was unanimously released from Committee by a vote of (5-0). The bill has now been Second-Reerenced to the Senate Budget and Appropriations Committee. NJPSA supports this bill.
This legislation has been introduced in prior legislative sessions. In a previous session, NJPSA worked collaboratively with the bill’s sponsor to secure favorable amendments that addressed key implementation and liability concerns.
The bill would permit school bus drivers to administer epinephrine to students in limited emergency circumstances involving suspected anaphylaxis. Specifically, it requires that a board of education or nonpublic school policy authorizing the emergency administration of epinephrine include permission for a school bus driver to administer a pre-filled auto-injector when all of the following conditions are met:
1. The student’s parent or guardian provides written authorization permitting a school bus driver to administer epinephrine in an emergency.
2. The parent or guardian submits written orders from a physician or advanced practice nurse confirming that the student requires epinephrine for the treatment of anaphylaxis.
3. The board of education or chief school administrator provides written notice to the parent or guardian that the district or nonpublic school, its employees or agents, the school bus driver, and the school bus contractor shall not be liable for any injury arising from the administration of epinephrine via a pre-filled auto-injector.
4. The parent or guardian signs a statement acknowledging this limitation of liability and agreeing to indemnify and hold harmless the district or nonpublic school, its employees or agents, the school bus driver, and the school bus contractor for any claims arising from the administration of the medication.
5. The school bus driver has completed proper training in the administration of epinephrine using standardized protocols established under current law, with training conducted by an entity or individual approved by the New Jersey Department of Health.
NJPSA achieved significant amendments to the bill and, supports this bill, amended, that seeks to balance student safety with appropriate parental consent, medical authorization, training requirements, and liability protections.
Would Establish “STEM Curriculum Grant Program” for Certain School Districts (S-1106)
This legislation would establish the “STEM Curriculum Grant Program” within the NJ DOE to promote project-based learning STEM for at-risk students in grades six through eight.
Under the bill, the Commissioner of Education would be required to select at least two school districts that already operate STEM programs meeting defined criteria. To qualify, a program must: provide hands-on, project-based courses that engage students in the design, development, and implementation of real-world learning experiences; include an accelerated learning option for students who are at least one grade level behind, enabling them to complete two grade levels within a single academic year; and offer curriculum development, professional development for staff, and the necessary classroom supplies and equipment to support implementation. The bill appropriates $2.25 million to support the program. The Department would partner with the nonprofit organization Engaged Learning Strategies to administer the initiative.
According to the sponsor, the program is designed to build upon the demonstrated success of existing accelerated STEM models. For example, one participating district operates a program that enables students to complete both seventh and eighth grades in a single year within a rigorous yet supportive environment. Students advance academically while strengthening the skills and confidence necessary for a successful transition to high school. Over the past two years, participants have shown strong outcomes: students who completed the program in the 2023–2024 school year are now thriving in tenth grade, and those who completed the 2024–2025 program are currently enrolled in ninth grade.
A second district launched the program in the 2024–2025 school year with 65 participating students, 55 of whom successfully advanced to ninth grade. Enrollment has grown to 67 students for the 2025–2026 school year, reflecting continued interest and momentum.
The bill sparked a lot of debate amongst the Committee members and was ultimately released from Committee by a vote of (3-0-2). The bill has now been Second-Reerenced to the Senate Budget and Appropriations Committee.
The bill would permit a student who successfully completes a course at a county fire academy to be eligible to receive credit toward meeting the high school graduation requirements for health, safety, and physical education if the student meets certain criteria. The student is required to: be between the ages of 16 and 18 years old; complete an examination, as applicable, to become a junior firefighter, or equivalent; and commit to volunteer at the fire department that serves the municipality in which the student resides for a period of two years.
NJPSA testified with concerns about this bill. While we are supportive of the sponsor’s goal of providing a potential career pathway in an area of critical need, responsibility must continue to lie with school districts to make the decision of whether the type of work outlined in the bill meets the health and physical education standards and the graduation requirements. New Jersey law and regulations are clear in this area. It is the role of the district to certify that graduation requirements have been met for each student before we issue a diploma.
There is already a mechanism for this to happen. The Legislature determined many years ago that health and physical education were important enough to not only be required for graduation, but unlike any other curriculum requirement, to have a course hour requirement. Option 2 requires schools to review and consider the merits of each program and determine whether and how a given program allows students to meet those stringent requirements, qualify for graduation, and whether they can do so within the time confines of a school year.
The Committee advanced this bill to Second Reading by a vote of (5-0).
This bill would require the Commissioner of Education to include information about the placement of students following graduation in the school performance reports, which are referred to as “report cards” under current law. School performance reports contain information on a number of student outcomes, including graduation and dropout rates, and post-secondary school enrollment. This bill also requires the school performance report to contain information about the number of students achieving placement after graduating from high school, including placement in an apprenticeship.
The Committee advanced this bill to Second Reading by a vote of (5-0).
Would Clarify Payments for Non-Resident Students Enrolled in Renaissance School Projects (S-3614)
This bill clarifies how payments are made for non-resident students attending renaissance school projects. Currently, the district hosting the renaissance school project pays a per-pupil amount to the partnering nonprofit, but it is unclear whether this applies to all students or only district residents.
The bill specifies that the host district pays the per-pupil amount for students who reside in the district; the student’s district of residence pays the per-pupil amount for students residing outside the host district; renaissance school projects will be included in the Charter School Enrollment System for calculating and reconciling payments.
Existing procedures for resolving residency and payment disputes for charter schools will apply to renaissance school projects.
The bill was unanimously released from Committee (5–0) and second-referred to the Senate Budget and Appropriations Committee. NJPSA is neutral on this legislation.
This bill would update current law requiring school districts, charter schools, nonpublic schools, and contracted service providers to review employment history and allegations of child abuse or sexual misconduct for applicants in positions involving regular student contact.
Key provisions of the bill would include:
-The Office of Student Protection, rather than the Department of Education generally, will develop the required forms for compliance.
-Removes the 20-year limit on previous employment history disclosure.
-Increases maximum civil penalties for false or incomplete disclosures from $500 to $10,000.
-Establishes a secure, centralized school employee identification database with policies to ensure accuracy and controlled access.
-Requires child abuse record checks through the Department of Children and Families and notification from the State Board of Examiners of any pending certificate actions.
-Mandates audits of hiring practices every five years, with authority for random audits or third-party audits; the commissioner may provide direct oversight in cases of willful misconduct, gross negligence, or threats to student/staff safety.
-Establishes procedures for prompt investigation of allegations of child abuse or sexual misconduct, with guidelines for school implementation and law enforcement referrals.
-Requires contracted service providers to attest to comparable investigation procedures.
-Mandates a report to the Governor and Legislature every five years on law implementation.
This bill implements recommendations from the March 2024 report by the New Jersey State Commission of Investigation, “Safeguarding New Jersey Students from Sexual Predators and Child Abuse at School – Examining the State’s ‘Pass the Trash’ Law.”
The Committee heard this bill “for discussion only,” meaning testimony was heard, but no amendments were made, no vote was taken, and the bill did not advance. NJPSA and other education stakeholders urged the Committee to carefully consider the practical implications of these proposals and to work collaboratively with the education groups to ensure that legislative changes strengthen, rather than inadvertently hinder, the current law.
If you have any questions about these bills,or any other legislative matter, please do not hesitate to contact your NJPSA Government Relations team at any time.
Thank you for your advocacy, and for all that you do!