Washington can no longer rely on a 150‑year‑old school model that modern science shows produces predictable harm and leaves too many students behind. Decades of experience make clear that more funding, layered onto a misaligned system, cannot change outcomes when the underlying design conflicts with how children actually grow, learn, and thrive.

Commissions, task forces, and local reforms have repeatedly shown that, left to voluntary change alone, systems tend to preserve the old model and tinker at the edges even as evidence of harm mounts. Structural habits, adult incentives, and local politics too often outweighed modern developmental science and student well‑being. The Act is designed to reset that default—making it a legal expectation that decisions affecting students are grounded in current science and their long‑term flourishing, rather than in tradition or convenience.

The Science‑Aligned Standard of Care for Public Education Act establishes a clear, legally recognized duty for districts to design learning environments grounded in contemporary developmental and mental‑health science—prioritizing safety, belonging, agency, mastery, and well‑being for every student.

The Act pairs clear, flexible standards with expert guidance and phased support, using accountability only when redesign is persistently ignored. Its purpose is not punishment, but protection—ensuring that public investment is aligned with science and that every child in Washington learns in conditions proven to support growth and thriving.