,,ii #aahth ,,congress #b;d ,session ,s4 #dfad ,,in ,,the ,,senate ,,of ,,the ,,united ,,states ,june #bj1 #bjbd,mr4 ,markey introduced the following bill2 which was read twice and referred to the ,committee on ,health1 ,education1 ,labor1 and ,pensions ,a ,,bill ,to direct the ,secretary of ,health and ,human ,services and the ,secretary of ,education to coordinate and distribute educational materials and resources regarding artificial intelligence and social media platform impact1 and for other purposes4 #a4 ,short title ,this ,act may be cited as the ,social ,media and ,,ai ,resiliency ,toolkits in ,schools ,act or the ,,smart in ,schools ,act4 #b4 ,definitions ,in this ,act3 7#a7 ,,esea definitions ,the terms elementary school1 evidence-based1 local educational agency1 paraprofessional1 parent1 secondary school1 specialized instructional support personnel1 and ,state educational agency have the meanings given the terms in section #haja of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja74 7#b7 ,bureau-funded school ,the term ,bureau-funded school has the meaning given the term in section #aada of the ,education ,amendments of #aigh 7#be ,u4,s4,c4 #bjba74 7#c7 ,departments ,the term ,departments means the ,department of ,education and the ,department of ,health and ,human ,services4 7#d7 ,digital citizenship ,the term digital citizenship means the ability to-- 7,a7 safely1 responsibly1 and ethically use communication technologies and digital information technology tools and platforms2 7,b7 create and share media content using principles of social and civic responsibility and with awareness of the legal and ethical issues involved2 and 7,c7 participate in the political1 economic1 social1 and cultural aspects of life related to technology1 communications1 and the digital world by consuming and creating digital content1 including media4 7#e7 ,digital resilience ,the term digital resilience means the ability to recognize1 manage1 and recover from online risks4 7#f7 ,educator ,the term educator means an early childhood educator1 teacher1 or paraprofessional1 serving students4 7#g7 ,gender identity ,the term gender identity means the gender-related identity1 appearance1 mannerism1 or other gender-related characteristic of an individual1 regardless of the designated sex at birth of the individual4 7#h7 ,health care provider serving pediatric patients ,the term health care provider serving pediatric patients means a health care provider who serves children1 including a family medicine physician1 pediatrician1 child and adolescent psychiatrist1 mental health provider1 or behavioral health provider4 7#i7 ,labor organization ,the term labor organization has the meaning given the term in section #b of the ,national ,labor ,relations ,act 7#bi ,u4,s4,c4 #aeb74 7#aj7 ,school or educational agency administrator 7,a7 ,in general ,the term school or educational agency administrator means an individual who is a principal1 other school leader1 superintendent1 or other employee or officer of an elementary school or secondary school1 local educational agency1 ,state educational agency1 or other entity operating an elementary school or secondary school4 7,b7 ,exception ,the term school or educational agency administrator does not include an individual solely due to the individual's service as a member of a public board of education or other public authority legally constituted within a ,state for either administrative control or direction of1 or to perform a service function for1 public elementary schools or secondary schools4 7#aa7 ,secretaries ,the term ,secretaries means the ,secretary of ,health and ,human ,services and the ,secretary of ,education1 acting jointly or acting jointly through their designees4 7#ab7 ,sexual orientation ,the term sexual orientation means how a person identifies in terms of their emotional1 romantic1 or sexual attraction1 and includes identification as straight1 heterosexual1 gay1 lesbian1 or bisexual1 among other terms4 7#ac7 ,student ,the term student means a student in any of grades kindergarten through grade #ab4 7#ad7 ,toolkit ,the term toolkit means a collection of materials and resources to inform responsible use of artificial intelligence and social media platforms4 7#ae7 ,tribal educational agency ,the term ,tribal educational agency has the meaning given the term 7without regard to capitalization7 in section #facb7;b7 of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #gdeb74 #c4 ,joint development of educational toolkit on artificial intelligence and social media platform impact1 responsible uses of these technologies1 and the impact on youth mental health 7a7 ,development of toolkits 7#a7 ,in general ,beginning not later than #a year after the date of enactment of this ,act1 the ,secretaries shall-- 7,a7 develop1 and update on a biennial basis1 including with reference to any existing resources1 toolkits to facilitate greater awareness of1 and ability to respond to1 the impact of artificial intelligence and social media platforms on students1 in accordance with subsections 7b7 through 7d72 and 7,b7 not less frequently than once a year1 disseminate such toolkits to school or educational agency administrators1 educators1 specialized instructional support personnel1 health care providers serving pediatric patients1 students1 parents1 guardians1 and caregivers in accordance with subsection 7e74 7#b7 ,consultation and considerations ,in developing the educational materials and resources described in paragraph 7#a71 the ,secretaries shall-- 7,a7 consult with-- 7i7 students1 parents1 guardians1 and caregivers2 7ii7 relevant subject-matter experts2 7iii7 labor organizations representing educators1 health care providers serving pediatric patients1 and specialized instructional support personnel2 7iv7 professional organizations representing educators1 health care providers serving pediatric patients1 and specialized instructional support personnel2 7v7 health care providers serving pediatric patients2 7vi7 specialized instructional support personnel and educators2 7vii7 youth-serving or community-based youth-oriented organizations2 and 7viii7 school or educational agency administrators2 and 7,b7 consider evidence-based recommendations from other groups as determined necessary by the ,secretaries4 7b7 ,toolkits audiences ,in order to carry out subsection 7a71 the ,secretaries shall create different toolkits tailored for each of the following audiences3 7#a7 ,students4 7#b7 ,educators4 7#c7 ,specialized instructional support personnel4 7#d7 ,health care providers serving pediatric patients4 7#e7 ,parents1 guardians1 and caregivers4 7#f7 ,school or educational agency administrators4 7#g7 ,additional audiences1 as the ,secretaries determine necessary4 7c7 ,tenets for educational resources ,the information provided in the toolkits described in subsection 7a7 shall be-- 7#a7 in an easily accessible and understandable format2 7#b7 evidence-based2 and 7#c7 culturally appropriate and in a manner that is inclusive of race1 ethnicity1 language spoken1 disability1 geographic location1 gender identity1 and sexual orientation4 7d7 ,contents of educational resources 7#a7 ,in general ,the toolkits described in subsection 7a7 shall be designed to-- 7,a7 strengthen digital resilience and improve the ability to recognize1 manage1 recover from1 and avoid perpetuating online risks 7such as harassment1 excessive use1 discrimination1 and other impacts to mental health7 with respect to youth mental health concerns due to artificial intelligence and social media platform use2 7,b7 provide information and instruction regarding healthy and responsible use cases of artificial intelligence and social media platform technologies and examples of responsible and healthy use of such technologies2 and 7,c7 provide evidence-based education to the relevant audience regarding-- 7i7 artificial intelligence and social media platform education1 including privacy concerns2 7ii7 the mental health implications and risk factors of excessive1 irresponsible1 maladaptive1 or otherwise unhealthy use for students2 and 7iii7 methods that the audience can use to seek help for a student with respect to excessive1 irresponsible1 maladaptive1 or otherwise unhealthy artificial intelligence or social media platform use4 7#b7 ,group-specific content requirements ,the toolkits described in subsection 7a7 for each audience described in subsection 7b7 shall meet the following requirements3 7,a7 ,students ,such toolkits for students shall-- 7i7 provide accessible explanations1 differentiated for various grade-levels1 for how artificial intelligence and social media platforms function2 7ii7 provide skills to identify generative artificial intelligence and the use of such technologies in human-like or companion chatbots1 and information on how to interact with such artificial intelligence responsibly2 7iii7 inform students of indicators that the students are interacting with artificial intelligence and algorithms while using the internet and social media platform applications1 including1 as age appropriate-- 7,i7 information about attention-diverting and disguised algorithmic techniques like dark patterns2 and 7,,ii7 information regarding1 and examples of1 the effects of bad training or incomplete datasets on perpetuating existing inequities1 including incorrect and negative outputs of artificial intelligence such as hallucinations1 deep fakes1 and false information2 7iv7 inform students of their rights online1 both on social media platform applications and with regard to artificial intelligence2 7v7 teach digital resilience2 7vi7 teach digital citizenship and the skills necessary to reduce online risks from the user end2 7vii7 teach students to recognize excessive1 irresponsible1 maladaptive1 or otherwise unhealthy use of social media platforms and how to initiate a conversation about such use or how to seek help from an adult2 and 7viii7 provide information on unique impacts for students based on race1 language spoken1 disability1 geographic location1 gender identity1 and sexual orientation4 7,b7 ,educators ,such materials and resources for educators shall-- 7i7 define and provide an appropriate knowledge base of artificial intelligence systems and social media platforms1 including information regarding contexts and instances where technologies and functions that rely on artificial intelligence are in use2 7ii7 provide additional1 specific information on-- 7,i7 the ways in which students are uniquely vulnerable to generative artificial intelligence and human-like or companion chatbots and other high-risk applications of artificial intelligence2 7,,ii7 specific risks for different age groups of students2 and 7,,iii7 data privacy and management1 including technologies that rely on artificial intelligence to-- 7aa7 surveil students2 7bb7 track students' academic outcomes and engagement2 and 7cc7 monitor students' online activities2 7iii7 provide information on the benefits of responsible use and strategies to encourage responsible use of artificial intelligence and social media platforms1 including practical examples of how to teach and engage students to understand responsible use which may include professional development and training opportunities in addition to the information provided in the toolkit2 7iv7 provide information on the ways in which artificial intelligence and social media platform use outside of the classroom impacts student academic achievement1 well-being1 and mental health1 and school climate2 7v7 inform how to recognize excessive1 irresponsible1 maladaptive1 or otherwise unhealthy use of social media platforms in the educator's age group of students2 7vi7 provide information on available resources educators can inform a student of if the educator identifies-- 7,i7 excessive1 irresponsible1 maladaptive1 or otherwise unhealthy artificial intelligence and social media platform use or content2 or 7,,ii7 the use of these technologies impacting mental health2 7vii7 engagement strategies with parents1 guardians1 and caregivers to address excessive1 irresponsible1 maladaptive1 or otherwise unhealthy artificial intelligence and social media platform use2 and 7viii7 provide information on unique impacts for students based on race1 language spoken1 disability1 geographic location1 gender identity1 or sexual orientation1 including providing guidance for educators on how to present this information to students4 7,c7 ,specialized instructional support personnel ,such materials and resources for specialized instructional support personnel shall meet the requirements for educators under subparagraph 7,b7 and also include-- 7i7 clinically relevant information on the mental health impacts of excessive1 irresponsible1 maladaptive1 or otherwise unhealthy artificial intelligence and social media platform use2 7ii7 more information on available in-school behavioral health or school resources that can be employed to assist in the prevention and early intervention of mental health concerns related to artificial intelligence and social media platform use2 7iii7 guidance regarding appropriate and inappropriate use of artificial intelligence and social media platforms within schools2 7iv7 more information on how to have discussions and engage with parents1 guardians1 and caregivers to promote responsible use of artificial intelligence and social media platforms and to address concerns and develop both prevention and intervention plans for students engaged in excessive1 irresponsible1 maladaptive1 or otherwise unhealthy use2 7v7 information on how to find and connect students to behavioral health resources available within the school and the community2 and 7vi7 specific information on communicating with parents1 guardians1 and caregivers about behavioral health services provided in the school day1 including on obtaining parental consent for therapeutic services4 7,d7 ,school or educational agency administrators ,such toolkits for school or educational agency administrators shall include-- 7i7 definitions and an appropriate knowledge base of artificial intelligence systems and social media platforms1 including specific information on generative artificial intelligence and human-like or companion chatbots2 7ii7 a primer on the ways in which artificial intelligence and social media platform use outside of the classroom impact student academic performance1 well-being1 mental health1 and school climate2 7iii7 information on how to coordinate artificial intelligence and social media platform training for school staff and ideas for incorporating artificial intelligence and social media platform education into broader educational goals2 7iv7 information on responsible student data privacy and management1 including technologies that rely on artificial intelligence to surveil students and such technologies mental health impacts on students2 7v7 information on unique impacts for students based on race1 language spoken1 disability1 geographic location1 gender identity1 and sexual orientation2 7vi7 guidance on-- 7,i7 developing policies for a school1 local educational agency1 or ,state educational agency regarding how students and staff engage with artificial intelligence and social media platforms2 and 7,,ii7 incorporating student1 parent1 guardian1 caregiver1 and educator input in those policies2 and 7vii7 guidance on-- 7,i7 information to provide to specialized instructional support personnel1 educators1 parents1 guardians1 caregivers1 and students regarding behavioral health resources available within the school and community2 and 7,,ii7 how to ensure that such information is easily accessible1 actionable1 and publicly available 7,e7 ,health care providers who serve pediatric patients ,such materials and resources for health care professionals who serve pediatric patients shall include-- 7i7 definitions and an appropriate knowledge base of artificial intelligence systems and social media platforms1 including specific information on generative artificial intelligence and human-like or companion chatbots2 7ii7 developmentally appropriate examples of appropriate and conductive use of1 and relationships with1 artificial intelligence and social media platforms2 7iii7 information on how to recognize excessive1 irresponsible1 maladaptive1 or otherwise unhealthy use of social media platforms in their pediatric patients through conversations with their patients and their patients' parents1 guardians1 and caregivers1 including-- 7,i7 examples and explanations regarding how to begin and navigate those conversations2 and 7,,ii7 information on how to engage in a developmentally appropriate way with pediatric patients1 parents1 guardians1 and caregivers about artificial intelligence and social media platforms and how to perform mental health screenings during routine visits2 and 7iv7 information on how to treat or refer to treatment pediatric patients diagnosed with mental health issues related to or exacerbated by artificial intelligence and social media platforms2 7v7 information on unique impacts for pediatric patients based on race1 language spoken1 disability1 geographic location1 gender identity1 and sexual orientation4 7,f7 ,parents1 guardians1 and caregivers ,such toolkits for parents1 guardians1 and caregivers shall include-- 7i7 definitions and an appropriate knowledge base of artificial intelligence systems and social media platforms1 including specific information on generative artificial intelligence and human-like or companion chatbots2 7ii7 information on what responsible use of artificial intelligence and social media platforms by students looks like at different developmental stages2 7iii7 information regarding how to recognize excessive1 irresponsible1 maladaptive1 or otherwise unhealthy use of social media platforms2 7iv7 recommendations on initiating and facilitating a conversation about excessive1 irresponsible1 maladaptive1 or otherwise unhealthy artificial intelligence or social media platform use2 7v7 available resources for parents1 guardians1 and caregivers who need further assistance1 including individuals or organizations that may be of service2 7vi7 a description of how to work with educators and health care professionals who serve pediatric patients to address excessive1 irresponsible1 maladaptive1 or otherwise unhealthy artificial intelligence and social media platform use2 and 7vii7 information on unique impacts for students based on race1 language spoken1 disability1 geographic location1 gender identity1 and sexual orientation4 7e7 ,dissemination ,the ,secretaries shall create a communications strategy and dissemination plan to disseminate the toolkits containing the educational materials and resources required under subsection 7a7 to all of the audiences described in subsection 7b7 through the pathways necessary to reach the audiences1 which may include-- 7#a7 local educational agencies2 7#b7 schools or education centers2 7#c7 ,bureau-funded schools2 7#d7 ,state educational agencies2 7#e7 ,tribal1 ,state1 or local health departments2 7#f7 after-school programs2 7#g7 labor organizations1 and professional organizations1 representing educators1 health care providers serving pediatric patients1 specialized instructional support personnel1 and other groups as determined necessary by the ,secretary2 7#h7 the foster care system for youth living in congregate care1 to provide education to individuals working with foster youth2 7#i7 carceral settings supporting juvenile offenders2 7#aj7 ,federally qualified health centers and certified community behavioral health clinics1 as described in section #bbc of the ,protecting ,access to ,medicare ,act of #bjad 7#db ,u4,s4,c4 #acif;a note7 and rural health centers2 7#aa7 hospitals2 and 7#ab7 other entities as determined necessary by the ,secretaries4 7f7 ,authorization of appropriations ,there is authorized to be appropriated to carry out this section #b1jjj1jjj4