HB 120 limits the use of physical restraint and seclusion in New Mexico public schools. It bans chemical, mechanical, prone restraint, and unsupervised seclusion, allowing physical restraint or seclusion only when a student poses imminent serious harm and less restrictive options fail. Schools must train staff in de-escalation and positive behavior strategies, document all restraint/seclusion use, and create safety plans with input from special education experts. The bill directly affects all public school students in New Mexico by restricting potentially harmful interventions and requiring staff to prioritize safer alternatives.
HB 256 requires all New Mexico schools to have automated external defibrillators (AEDs) available during school athletic events. It mandates schools to create cardiac emergency response plans, install and maintain AEDs, and ensure they are clearly marked and accessible. The bill applies to all public non-charter high schools (by 2026-2027) and elementary, middle, charter, and private schools (by 2027-2028). Key provisions include requiring evidence-based response plans, AED maintenance, and staff training aligned with American Heart Association standards.
SB 73 requires all approved driver education courses in New Mexico schools to include at least three hours of training on driving with vulnerable road users, such as pedestrians, cyclists, skateboarders, and wheelchair users. This directly affects driver education schools, instructors, and students in public and private secondary schools across the state. The bill amends existing laws to mandate this specific training component as part of minimum course standards. It defines "vulnerable road users" broadly to include anyone not protected by a vehicle's structure, like those on bikes, scooters, or walking. The policy change aims to improve road safety awareness through standardized curriculum updates.
House Memorial 47, introduced by Representatives Romero and Sanchez, requests the Legislative Education Study Committee to examine teacher workload practices in New Mexico. The study will assess how teachers allocate time between instruction and non-instructional duties (like data reporting, assessments, and compliance), and evaluate how state/local requirements impact scheduling. It aims to develop recommendations by December 31, 2026, to support teacher effectiveness and improve student outcomes, particularly for students with disabilities, English learners, and those in rural communities. This memorial does not create new law but formally asks the committee to conduct the study.
House Memorial 30 requests the Legislative Education Study Committee to examine New Mexico's public education governance structure. It directs a working group to study how to improve coordination across state agencies, schools, and communities - addressing gaps highlighted by the Martinez-Yazzie court ruling on education sufficiency. The group will review models from other states, analyze existing education plans, and recommend a potential statewide commission to create a long-term vision and ensure equitable student outcomes. The committee must report its findings by November 30, 2026.
This memorial requests New Mexico's Public Education Department to study creating a "gifted in-field" teacher endorsement for secondary school educators. It asks the department to collaborate with universities and organizations to examine how teachers with deep content expertise (e.g., in math or science) plus gifted education knowledge could better serve secondary gifted students. The study would evaluate criteria for this endorsement, aiming to address current gaps where teachers lack subject-specific expertise while teaching gifted students. This would primarily affect secondary gifted education teachers and the students they serve.
HB 47 amends New Mexico law to change how school districts and charter schools cover insurance costs for their employees. It requires these entities to pay at least 80% of insurance costs for employees earning under $50,000 annually, 70% for those earning $50,000-$60,000, and 60% for those earning over $60,000. The bill also mandates a study on the long-term sustainability of these insurance programs and includes provisions for cost-containment measures in health benefit plans. This directly affects public school employees and school districts across New Mexico, shifting their contribution responsibilities compared to current law.
This House Memorial (HM 2) requests the Legislative Education Study Committee to investigate screen time use for instruction and assessment in New Mexico elementary classrooms, including its effects on student learning and well-being. It also asks the Public Education Department to develop developmentally appropriate guidelines for daily screen use in those classrooms. The memorial cites research linking excessive screen time to stress, sleep issues, and reduced skill development, alongside concerns about overreliance on digital tools for tasks like handwriting and social learning. As a non-binding request, it does not create new law but directs state entities to study the issue and establish guidelines.
This procedural memorial (HM 4) requests the Legislative Finance Committee to study health insurance access for public higher education educators and graduate student employees across New Mexico's public universities. The study will examine current coverage gaps - such as UNM being the only institution providing employer-funded medical insurance for graduate students - and evaluate options for expanding medical, dental, and vision coverage, including fiscal impacts and workforce effects, with a report due by October 2026.
SB 37, the High-Quality Literacy Instruction Act, requires New Mexico public schools to use research-backed reading methods for students in kindergarten through third grade. It mandates annual literacy assessments for these students and provides interventions for those struggling with reading, while requiring schools to use approved instructional materials that align with evidence-based practices. The bill also sets new standards for teacher preparation programs, including 100+ hours of supervised field experience in structured literacy methods and training to identify reading difficulties. These changes directly affect K-3 students, public schools, literacy coaches, and teacher training programs across New Mexico.
