II 

118TH CONGRESS 

2D SESSION S. 4614 

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 impact, and for other purposes. 

IN THE SENATE OF THE UNITED STATES 

JUNE 20, 2024 

Mr. MARKEY introduced the following bill; which was read twice and referred 

to the Committee on Health, Education, Labor, 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 impact, and for 

other purposes. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Social Media and AI 

5 Resiliency Toolkits in Schools Act’’ or the ‘‘SMART in 

6 Schools Act’’. 


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1 SEC. 2. DEFINITIONS. 

2 In this Act: 

3 (1) ESEA DEFINITIONS.—The terms ‘‘elemen4 tary school’’, ‘‘evidence-based’’, ‘‘local educational 

5 agency’’, ‘‘paraprofessional’’, ‘‘parent’’, ‘‘secondary 

6 school’’, ‘‘specialized instructional support per7 sonnel’’, and ‘‘State educational agency’’ have the 

8 meanings given the terms in section 8101 of the Ele9 mentary and Secondary Education Act of 1965 (20 

10 U.S.C. 7801). 

11 (2) BUREAU-FUNDED SCHOOL.—The term ‘‘Bu12 reau-funded school’’ has the meaning given the term 

13 in section 1141 of the Education Amendments of 

14 1978 (25 U.S.C. 2021). 

15 (3) DEPARTMENTS.—The term ‘‘Departments’’ 

16 means the Department of Education and the De17 partment of Health and Human Services. 

18 (4) DIGITAL CITIZENSHIP.—The term ‘‘digital 

19 citizenship’’ means the ability to— 

20 (A) safely, responsibly, and ethically use 

21 communication technologies and digital infor22 mation technology tools and platforms; 

23 (B) create and share media content using 

24 principles of social and civic responsibility and 

25 with awareness of the legal and ethical issues 

26 involved; and 


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1 (C) participate in the political, economic, 

2 social, and cultural aspects of life related to 

3 technology, communications, and the digital 

4 world by consuming and creating digital con5 tent, including media. 

6 (5) DIGITAL RESILIENCE.—The term ‘‘digital 

7 resilience’’ means the ability to recognize, manage, 

8 and recover from online risks. 

9 (6) EDUCATOR.—The term ‘‘educator’’ means 

10 an early childhood educator, teacher, or paraprofes11 sional, serving students. 

12 (7) GENDER IDENTITY.—The term ‘‘gender 

13 identity’’ means the gender-related identity, appear14 ance, mannerism, or other gender-related char15 acteristic of an individual, regardless of the des16 ignated sex at birth of the individual. 

17 (8) HEALTH CARE PROVIDER SERVING PEDI18 ATRIC PATIENTS.—The term ‘‘health care provider 

19 serving pediatric patients’’ means a health care pro20 vider who serves children, including a family medi21 cine physician, pediatrician, child and adolescent 

22 psychiatrist, mental health provider, or behavioral 

23 health provider. 

24 (9) LABOR ORGANIZATION.—The term ‘‘labor 

25 organization’’ has the meaning given the term in 


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1 section 2 of the National Labor Relations Act (29 

2 U.S.C. 152). 

3 (10) SCHOOL OR EDUCATIONAL AGENCY ADMIN4 ISTRATOR.— 

5 (A) IN GENERAL.—The term ‘‘school or 

6 educational agency administrator’’ means an in7 dividual who is a principal, other school leader, 

8 superintendent, or other employee or officer of 

9 an elementary school or secondary school, local 

10 educational agency, State educational agency, 

11 or other entity operating an elementary school 

12 or secondary school. 

13 (B) EXCEPTION.—The term ‘‘school or 

14 educational agency administrator’’ does not in15 clude an individual solely due to the individual’s 

16 service as a member of a public board of edu17 cation or other public authority legally con18 stituted within a State for either administrative 

19 control or direction of, or to perform a service 

20 function for, public elementary schools or sec21 ondary schools. 

22 (11) SECRETARIES.—The term ‘‘Secretaries’’ 

23 means the Secretary of Health and Human Services 

24 and the Secretary of Education, acting jointly or 

25 acting jointly through their designees. 


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1 (12) SEXUAL ORIENTATION.—The term ‘‘sexual 

2 orientation’’ means how a person identifies in terms 

3 of their emotional, romantic, or sexual attraction, 

4 and includes identification as straight, heterosexual, 

5 gay, lesbian, or bisexual, among other terms. 

6 (13) STUDENT.—The term ‘‘student’’ means a 

7 student in any of grades kindergarten through grade 

8 12. 

9 (14) TOOLKIT.—The term ‘‘toolkit’’ means a 

10 collection of materials and resources to inform re11 sponsible use of artificial intelligence and social 

12 media platforms. 

13 (15) TRIBAL EDUCATIONAL AGENCY.—The 

14 term ‘‘Tribal educational agency’’ has the meaning 

15 given the term (without regard to capitalization) in 

16 section 6132(b) of the Elementary and Secondary 

17 Education Act of 1965 (20 U.S.C. 7452). 

18 SEC. 3. JOINT DEVELOPMENT OF EDUCATIONAL TOOLKIT 

19 ON ARTIFICIAL INTELLIGENCE AND SOCIAL 

20 MEDIA PLATFORM IMPACT, RESPONSIBLE 

21 USES OF THESE TECHNOLOGIES, AND THE 

22 IMPACT ON YOUTH MENTAL HEALTH. 

23 (a) DEVELOPMENT OF TOOLKITS.— 


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1 (1) IN GENERAL.—Beginning not later than 1 

2 year after the date of enactment of this Act, the 

3 Secretaries shall— 

4 (A) develop, and update on a biennial 

5 basis, including with reference to any existing 

6 resources, toolkits to facilitate greater aware7 ness of, and ability to respond to, the impact of 

8 artificial intelligence and social media platforms 

9 on students, in accordance with subsections (b) 

10 through (d); and 

11 (B) not less frequently than once a year, 

12 disseminate such toolkits to school or edu13 cational agency administrators, educators, spe14 cialized instructional support personnel, health 

15 care providers serving pediatric patients, stu16 dents, parents, guardians, and caregivers in ac17 cordance with subsection (e). 

18 (2) CONSULTATION AND CONSIDERATIONS.—In 

19 developing the educational materials and resources 

20 described in paragraph (1), the Secretaries shall— 

21 (A) consult with— 

22 (i) students, parents, guardians, and 

23 caregivers; 

24 (ii) relevant subject-matter experts; 


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1 (iii) labor organizations representing 

2 educators, health care providers serving pe3 diatric patients, and specialized instruc4 tional support personnel; 

5 (iv) professional organizations rep6 resenting educators, health care providers 

7 serving pediatric patients, and specialized 

8 instructional support personnel; 

9 (v) health care providers serving pedi10 atric patients; 

11 (vi) specialized instructional support 

12 personnel and educators; 

13 (vii) youth-serving or community14 based youth-oriented organizations; and 

15 (viii) school or educational agency ad16 ministrators; and 

17 (B) consider evidence-based recommenda18 tions from other groups as determined nec19 essary by the Secretaries. 

20 (b) TOOLKITS AUDIENCES.—In order to carry out 

21 subsection (a), the Secretaries shall create different tool22 kits tailored for each of the following audiences: 

23 (1) Students. 

24 (2) Educators. 

25 (3) Specialized instructional support personnel. 


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1 (4) Health care providers serving pediatric pa2 tients. 

3 (5) Parents, guardians, and caregivers. 

4 (6) School or educational agency administra5 tors. 

6 (7) Additional audiences, as the Secretaries de7 termine necessary. 

8 (c) TENETS FOR EDUCATIONAL RESOURCES.—The 

9 information provided in the toolkits described in sub10 section (a) shall be— 

11 (1) in an easily accessible and understandable 

12 format; 

13 (2) evidence-based; and 

14 (3) culturally appropriate and in a manner that 

15 is inclusive of race, ethnicity, language spoken, dis16 ability, geographic location, gender identity, and sex17 ual orientation. 

18 (d) CONTENTS OF EDUCATIONAL RESOURCES.— 

19 (1) IN GENERAL.—The toolkits described in 

20 subsection (a) shall be designed to— 

21 (A) strengthen digital resilience and im22 prove the ability to recognize, manage, recover 

23 from, and avoid perpetuating online risks (such 

24 as harassment, excessive use, discrimination, 

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1 spect to youth mental health concerns due to 

2 artificial intelligence and social media platform 

3 use; 

4 (B) provide information and instruction re5 garding healthy and responsible use cases of ar6 tificial intelligence and social media platform 

7 technologies and examples of responsible and 

8 healthy use of such technologies; and 

9 (C) provide evidence-based education to the 

10 relevant audience regarding— 

11 (i) artificial intelligence and social 

12 media platform education, including pri13 vacy concerns; 

14 (ii) the mental health implications and 

15 risk factors of excessive, irresponsible, 

16 maladaptive, or otherwise unhealthy use 

17 for students; and 

18 (iii) methods that the audience can 

19 use to seek help for a student with respect 

20 to excessive, irresponsible, maladaptive, or 

21 otherwise unhealthy artificial intelligence 

22 or social media platform use. 

23 (2) GROUP-SPECIFIC CONTENT REQUIRE24 MENTS.—The toolkits described in subsection (a) for 


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1 each audience described in subsection (b) shall meet 

2 the following requirements: 

3 (A) STUDENTS.—Such toolkits for stu4 dents shall— 

5 (i) provide accessible explanations, dif6 ferentiated for various grade-levels, for 

7 how artificial intelligence and social media 

8 platforms function; 

9 (ii) provide skills to identify genera10 tive artificial intelligence and the use of 

11 such technologies in ‘‘human-like’’ or 

12 ‘‘companion’’ chatbots, and information on 

13 how to interact with such artificial intel14 ligence responsibly; 

15 (iii) inform students of indicators that 

16 the students are interacting with artificial 

17 intelligence and algorithms while using the 

18 internet and social media platform applica19 tions, including, as age appropriate— 

20 (I) information about attention21 diverting and disguised algorithmic 

22 techniques like dark patterns; and 

23 (II) information regarding, and 

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1 uating existing inequities, including 

2 incorrect and negative outputs of arti3 ficial intelligence such as halluci4 nations, deep fakes, and false infor5 mation; 

6 (iv) inform students of their rights on7 line, both on social media platform applica8 tions and with regard to artificial intel9 ligence; 

10 (v) teach digital resilience; 

11 (vi) teach digital citizenship and the 

12 skills necessary to reduce online risks from 

13 the user end; 

14 (vii) teach students to recognize exces15 sive, irresponsible, maladaptive, or other16 wise unhealthy use of social media plat17 forms and how to initiate a conversation 

18 about such use or how to seek help from 

19 an adult; and 

20 (viii) provide information on unique 

21 impacts for students based on race, lan22 guage spoken, disability, geographic loca23 tion, gender identity, and sexual orienta24 tion. 


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1 (B) EDUCATORS.—Such materials and re2 sources for educators shall— 

3 (i) define and provide an appropriate 

4 knowledge base of artificial intelligence 

5 systems and social media platforms, in6 cluding information regarding contexts and 

7 instances where technologies and functions 

8 that rely on artificial intelligence are in 

9 use; 

10 (ii) provide additional, specific infor11 mation on— 

12 (I) the ways in which students 

13 are uniquely vulnerable to generative 

14 artificial intelligence and ‘‘human15 like’’ or ‘‘companion’’ chatbots and 

16 other high-risk applications of artifi17 cial intelligence; 

18 (II) specific risks for different 

19 age groups of students; and 

20 (III) data privacy and manage21 ment, including technologies that rely 

22 on artificial intelligence to— 

23 (aa) surveil students; 


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1 (bb) track students’ aca2 demic outcomes and engagement; 

3 and 

4 (cc) monitor students’ online 

5 activities; 

6 (iii) provide information on the bene7 fits of responsible use and strategies to en8 courage responsible use of artificial intel9 ligence and social media platforms, includ10 ing practical examples of how to teach and 

11 engage students to understand responsible 

12 use which may include professional devel13 opment and training opportunities in addi14 tion to the information provided in the 

15 toolkit; 

16 (iv) provide information on the ways 

17 in which artificial intelligence and social 

18 media platform use outside of the class19 room impacts student academic achieve20 ment, well-being, and mental health, and 

21 school climate; 

22 (v) inform how to recognize excessive, 

23 irresponsible, maladaptive, or otherwise 

24 unhealthy use of social media platforms in 

25 the educator’s age group of students; 


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1 (vi) provide information on available 

2 resources educators can inform a student 

3 of if the educator identifies— 

4 (I) excessive, irresponsible, 

5 maladaptive, or otherwise unhealthy 

6 artificial intelligence and social media 

7 platform use or content; or 

8 (II) the use of these technologies 

9 impacting mental health; 

10 (vii) engagement strategies with par11 ents, guardians, and caregivers to address 

12 excessive, irresponsible, maladaptive, or 

13 otherwise unhealthy artificial intelligence 

14 and social media platform use; and 

15 (viii) provide information on unique 

16 impacts for students based on race, lan17 guage spoken, disability, geographic loca18 tion, gender identity, or sexual orientation, 

19 including providing guidance for educators 

20 on how to present this information to stu21 dents. 

22 (C) SPECIALIZED INSTRUCTIONAL SUP23 PORT PERSONNEL.—Such materials and re24 sources for specialized instructional support 

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1 cators under subparagraph (B) and also in2 clude— 

3 (i) clinically relevant information on 

4 the mental health impacts of excessive, ir5 responsible, maladaptive, or otherwise 

6 unhealthy artificial intelligence and social 

7 media platform use; 

8 (ii) more information on available in9 school behavioral health or school resources 

10 that can be employed to assist in the pre11 vention and early intervention of mental 

12 health concerns related to artificial intel13 ligence and social media platform use; 

14 (iii) guidance regarding appropriate 

15 and inappropriate use of artificial intel16 ligence and social media platforms within 

17 schools; 

18 (iv) more information on how to have 

19 discussions and engage with parents, 

20 guardians, and caregivers to promote re21 sponsible use of artificial intelligence and 

22 social media platforms and to address con23 cerns and develop both prevention and 

24 intervention plans for students engaged in 


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1 excessive, irresponsible, maladaptive, or 

2 otherwise unhealthy use; 

3 (v) information on how to find and 

4 connect students to behavioral health re5 sources available within the school and the 

6 community; and 

7 (vi) specific information on commu8 nicating with parents, guardians, and care9 givers about behavioral health services pro10 vided in the school day, including on ob11 taining parental consent for therapeutic 

12 services. 

13 (D) SCHOOL OR EDUCATIONAL AGENCY

14 ADMINISTRATORS.—Such toolkits for school or 

15 educational agency administrators shall in16 clude— 

17 (i) definitions and an appropriate 

18 knowledge base of artificial intelligence 

19 systems and social media platforms, in20 cluding specific information on generative 

21 artificial intelligence and ‘‘human-like’’ or 

22 ‘‘companion’’ chatbots; 

23 (ii) a primer on the ways in which ar24 tificial intelligence and social media plat25 form use outside of the classroom impact 


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1 student academic performance, well-being, 

2 mental health, and school climate; 

3 (iii) information on how to coordinate 

4 artificial intelligence and social media plat5 form training for school staff and ideas for 

6 incorporating artificial intelligence and so7 cial media platform education into broader 

8 educational goals; 

9 (iv) information on responsible stu10 dent data privacy and management, includ11 ing technologies that rely on artificial intel12 ligence to surveil students and such tech13 nologies mental health impacts on stu14 dents; 

15 (v) information on unique impacts for 

16 students based on race, language spoken, 

17 disability, geographic location, gender iden18 tity, and sexual orientation; 

19 (vi) guidance on— 

20 (I) developing policies for a 

21 school, local educational agency, or 

22 State educational agency regarding 

23 how students and staff engage with 

24 artificial intelligence and social media 

25 platforms; and 


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1 (II) incorporating student, par2 ent, guardian, caregiver, and educator 

3 input in those policies; and 

4 (vii) guidance on— 

5 (I) information to provide to spe6 cialized instructional support per7 sonnel, educators, parents, guardians, 

8 caregivers, and students regarding be9 havioral health resources available 

10 within the school and community; and 

11 (II) how to ensure that such in12 formation is easily accessible, action13 able, and publicly available 

14 (E) HEALTH CARE PROVIDERS WHO SERVE

15 PEDIATRIC PATIENTS.—Such materials and re16 sources for health care professionals who serve 

17 pediatric patients shall include— 

18 (i) definitions and an appropriate 

19 knowledge base of artificial intelligence 

20 systems and social media platforms, in21 cluding specific information on generative 

22 artificial intelligence and ‘‘human-like’’ or 

23 ‘‘companion’’ chatbots; 

24 (ii) developmentally appropriate exam25 ples of appropriate and conductive use of, 


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1 and relationships with, artificial intel2 ligence and social media platforms; 

3 (iii) information on how to recognize 

4 excessive, irresponsible, maladaptive, or 

5 otherwise unhealthy use of social media 

6 platforms in their pediatric patients 

7 through conversations with their patients 

8 and their patients’ parents, guardians, and 

9 caregivers, including— 

10 (I) examples and explanations re11 garding how to begin and navigate 

12 those conversations; and 

13 (II) information on how to en14 gage in a developmentally appropriate 

15 way with pediatric patients, parents, 

16 guardians, and caregivers about artifi17 cial intelligence and social media plat18 forms and how to perform mental 

19 health screenings during routine vis20 its; and 

21 (iv) information on how to treat or 

22 refer to treatment pediatric patients diag23 nosed with mental health issues related to 

24 or exacerbated by artificial intelligence and 

25 social media platforms; 


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1 (v) information on unique impacts for 

2 pediatric patients based on race, language 

3 spoken, disability, geographic location, gen4 der identity, and sexual orientation. 

5 (F) PARENTS, GUARDIANS, AND CARE6 GIVERS.—Such toolkits for parents, guardians, 

7 and caregivers shall include— 

8 (i) definitions and an appropriate 

9 knowledge base of artificial intelligence 

10 systems and social media platforms, in11 cluding specific information on generative 

12 artificial intelligence and ‘‘human-like’’ or 

13 ‘‘companion’’ chatbots; 

14 (ii) information on what responsible 

15 use of artificial intelligence and social 

16 media platforms by students looks like at 

17 different developmental stages; 

18 (iii) information regarding how to rec19 ognize excessive, irresponsible, 

20 maladaptive, or otherwise unhealthy use of 

21 social media platforms; 

22 (iv) recommendations on initiating 

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1 wise unhealthy artificial intelligence or so2 cial media platform use; 

3 (v) available resources for parents, 

4 guardians, and caregivers who need further 

5 assistance, including individuals or organi6 zations that may be of service; 

7 (vi) a description of how to work with 

8 educators and health care professionals 

9 who serve pediatric patients to address ex10 cessive, irresponsible, maladaptive, or oth11 erwise unhealthy artificial intelligence and 

12 social media platform use; and 

13 (vii) information on unique impacts 

14 for students based on race, language spo15 ken, disability, geographic location, gender 

16 identity, and sexual orientation. 

17 (e) DISSEMINATION.—The Secretaries shall create a 

18 communications strategy and dissemination plan to dis19 seminate the toolkits containing the educational materials 

20 and resources required under subsection (a) to all of the 

21 audiences described in subsection (b) through the path22 ways necessary to reach the audiences, which may in23 clude— 

24 (1) local educational agencies; 

25 (2) schools or education centers; 


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1 (3) Bureau-funded schools; 

2 (4) State educational agencies; 

3 (5) Tribal, State, or local health departments; 

4 (6) after-school programs; 

5 (7) labor organizations, and professional organi6 zations, representing educators, health care pro7 viders serving pediatric patients, specialized instruc8 tional support personnel, and other groups as deter9 mined necessary by the Secretary; 

10 (8) the foster care system for youth living in 

11 congregate care, to provide education to individuals 

12 working with foster youth; 

13 (9) carceral settings supporting juvenile offend14 ers; 

15 (10) Federally qualified health centers and cer16 tified community behavioral health clinics, as de17 scribed in section 223 of the Protecting Access to 

18 Medicare Act of 2014 (42 U.S.C. 1396a note) and 

19 rural health centers; 

20 (11) hospitals; and 

21 (12) other entities as determined necessary by 

22 the Secretaries. 


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1 (f) AUTHORIZATION OF APPROPRIATIONS.—There is 

2 authorized to be appropriated to carry out this section 

3 $2,000,000. 

Æ 


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