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SB 25-027

Trauma-Informed School Safety Practices

2025 Regular Session Introduced by Judy Amabile and 30 co-sponsors

Requires districts to adopt trauma-informed school safety plans, train staff, and expand mental-health supports, reducing punitive discipline and linking students to services.

Governor Signed
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Bill Summary · SB 25-027

SB 25-027 — Trauma‑Informed School Safety Practices

Status: Governor Signed (June 3, 2025)
Introduced: January 8, 2025

Note: The full bill text was not provided. The summary below identifies the bill’s stated purpose (from its title), describes the types of provisions commonly included under this policy area, and summarizes legislative actions and likely impacts. For exact statutory language, effective dates, and fiscal details, consult the enrolled bill text on the Colorado General Assembly website (search SB 25‑027).

Purpose and intent

The bill is titled “Trauma‑Informed School Safety Practices.” Its stated purpose is to bring trauma‑informed principles into school safety policy and practice so that safety planning prioritizes students’ behavioral and mental‑health needs as well as physical security. Typical goals include reducing reliance on punitive/exclusionary discipline, improving supports for students affected by trauma, and aligning safety protocols with best practices in behavioral health.

Key provisions (based on the bill title and standard legislative models)

Because the bill text is not provided here, the following are the categories of provisions likely included in legislation of this type:

  • Require school districts (and charter schools) to adopt or update school safety plans to incorporate trauma‑informed approaches (assessment, de‑escalation, restorative practices).
  • Mandate training for school staff, administrators, school resource officers, and other safety personnel in trauma‑informed practices, de‑escalation, and culturally responsive interventions.
  • Promote alternatives to exclusionary discipline (suspension, expulsion) and limit or regulate use of seclusion and restraint.
  • Establish referral pathways and coordination with community behavioral‑health providers for screening, assessment, short‑term intervention, and follow‑up.
  • Direct the State Department of Education (or a designated agency) to develop guidance, model policies, technical assistance, and resources for districts.
  • Require data collection and reporting on disciplinary actions, use of restraints/seclusion, trainings completed, and referrals to mental‑health services.
  • Create grant programs or appropriate funding for training, implementation, and increased behavioral‑health staffing (school counselors, social workers, psychologists).

Who is affected

  • Students (particularly those with trauma exposure or behavioral‑health needs) — may see increased access to supports and fewer exclusionary punishments.
  • School personnel and school resource officers — new training and procedural requirements.
  • School districts and charter schools — policy changes, reporting obligations, possible administrative costs.
  • State agencies (Department of Education, behavioral health entities) — guidance, oversight, and possible grant administration.
  • Community mental‑health providers — increased referrals and coordination opportunities.

Fiscal and procedural notes

  • The bill moved through Education, Finance, and Appropriations committees in both chambers, indicating potential fiscal implications; final appropriations or grant authority would be detailed in the enrolled bill.
  • Legislative timeline: introduced in the Senate Jan 8, 2025; passed both chambers (Senate and House) with committee and floor amendments in April–May 2025; sent to Governor May 8, 2025; Governor signed June 3, 2025.
  • Effective date is not listed here — consult the enrolled act for when provisions take effect and any phased implementation timelines.

Sponsors and supporters

Primary sponsors: Junie Joseph, Janice Marchman, Ryan Gonzalez (and others listed). The bill had broad cosponsorship from members across the legislature, suggesting wide legislative support.

What to do next / where to read more

  • Read the enrolled bill text and fiscal note on the Colorado General Assembly website (search SB 25‑027) for precise legal requirements, funding, and effective dates.
  • District administrators should review the final language to plan training, policy updates, and budgeting.
  • Parents and advocacy groups may wish to monitor rulemaking and guidance issued by the Colorado Department of Education related to implementation.

Compiled from official sources — confirm details with the bill’s official record.

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