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H 7527Curriculum and Standards

Education - Education Mentorship Program Act

This bill requires that school mentors be certified professionals, such as guidance counselors or social workers, rather than non-certified individuals.

Held for study
Population
Affected
35
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Introduced Feb 6, 2026Committee House Education

Plain-English Summary

This legislation creates the "Education Mentorship Program Act." It mandates that any individual designated as an "education mentor" by a public school or school district must be a "certified support educator." This includes professionals holding valid Rhode Island certification as school guidance counselors, social workers, or psychologists. The bill grants these mentors access to relevant student records to support the student's academic, social, and emotional needs. It also requires the Department of Education to establish rules regarding mentor assignment and caseloads.

For younger readers

This new rule changes who is allowed to be an official mentor for students at public schools. A mentor is an adult who helps guide and support students. Under this rule, a mentor must be a specially trained professional, like a school counselor or a social worker. They cannot just be a volunteer without a license. These trained helpers will be allowed to look at school records to understand how to best help the student with their schoolwork and feelings. The goal is to make sure students get help from experts.

Who & Where It Applies

Impacted groups
Public School StudentsSchool Guidance CounselorsSchool Social WorkersSchool PsychologistsSchool Administrators
Impacted communities
All

Constitutional & Fiscal Check

None Likely

Estimated cost
Amount unknown
Estimated revenue
None

Bill Analysis

Both viewpoints
For Progressives
  • Ensures that students receiving mentorship are supported by trained, certified professionals capable of addressing complex social, emotional, and mental health needs.
  • Protects student welfare and privacy by ensuring that those with access to sensitive student records are bound by professional ethical standards and state certification requirements.
  • Standardizes the quality of mentorship across the state, potentially reducing disparities in student support services between wealthy and underfunded districts.
  • May significantly reduce the number of available mentors by excluding community volunteers, older students, or non-certified staff who often provide valuable support.
  • Could place an unmanageable burden on existing school counselors and social workers who already face high caseloads and limited resources.
  • Might inadvertently sever existing positive relationships between at-risk students and non-certified mentors who no longer qualify under the new strict definitions.
For Conservatives
  • Ensures that individuals with access to private student records and influence over children are state-vetted, licensed professionals rather than unvetted outsiders.
  • Establishes clear accountability and professional standards for mentorship programs, ensuring tax dollars fund qualified services rather than informal arrangements.
  • Restricts the definition of "mentor" to specific roles, preventing vague or undefined third-party organizations from entering schools under the guise of mentorship.
  • Increases regulatory burden and government bureaucracy by requiring the Department of Education to promulgate new rules for mentor assignment and oversight.
  • Appears to be a protectionist measure for public sector unions by restricting mentorship roles exclusively to certified, likely unionized, staff members.
  • Excludes community leaders, faith-based volunteers, and successful business owners from serving as official "education mentors" in public schools, limiting local community engagement.

Votes

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Full Bill Text

Changes to existing Rhode Island law · 42 additions

SECTION 1. Findings. The general assembly finds and declares that student mentorship programs are most effective when the mentor has an established relationship with the student, an understanding of the student’s educational, social, and personal background, and professional training in student support and development. The purpose of this chapter is to ensure that education mentorship services provided in public schools are delivered by qualified professionals who possess the training, certification, and access necessary to support the academic, social, and emotional success of students.

SECTION 2. Title 16 of the General Laws entitled "EDUCATION" is hereby amended by adding thereto the following chapter: 16-117-1. Short title. This chapter shall be known and may be cited as the "Education Mentorship Program Act". 16-117-2. Definitions. For purposes of this chapter, the following terms shall have the following meanings:

(1) "Certified support educator" means an individual who holds a valid Rhode Island educator certification or license in a student support discipline including, but not limited to:

(i) School guidance counselor;

(ii) School social worker;

(iii) School psychologist; or

(iv) Any other certified or licensed student support professional as determined by the department of education.

(2) "Education mentor" means an adult assigned or designated by a school district or public school to provide ongoing guidance, support, advocacy, and mentorship to a student or group of students.

(3) "Public school" means any local education agency, school district, public charter school, or state-operated school. 16-117-3. Qualifications of education mentors.

(a) Any education mentor providing mentorship services to students pursuant to this chapter shall be a certified support educator.

(b) The education mentor shall, to the extent practicable:

(1) Have an existing professional relationship with the student; or

(2) Be assigned in a manner that allows sufficient time and access to develop a meaningful and sustained relationship with the student.

(c) Education mentors shall have access to relevant student records, support plans, and school-based resources, consistent with state and federal law, in order to effectively understand and respond to the student's academic, social, emotional, and environmental needs. 16-117-4. Role and responsibilities of education mentors. An education mentor under this chapter may:

(1) Provide individualized guidance and support aligned with the student's academic and personal needs;

(2) Assist in identifying barriers to student success including, social, emotional, behavioral, or environmental factors;

(3) Coordinate with educators, families, and community-based service providers, as appropriate;

(4) Utilize evidence-based support strategies consistent with the mentor's professional training and certification; and

(5) Advocate for appropriate interventions, accommodations, or services to support student well-being and achievement. 16-117-5. Rules and regulations. The department of education shall promulgate rules and regulations necessary to implement the provisions of this chapter including, standards for mentor assignment, caseloads, and program oversight.

SECTION 3. This act shall take effect upon passage.