Mandate: 16 VSA 906 (1998) requires Physical education and comprehensive health education including the effects of tobacco, alcoholic drinks, and drugs on the human system and on society;" however grades, levels, or amount of instruction time are not specified. 16 VSA 131 (2005) defines a comprehensive health education program as a systematic and extensive elementary and secondary educational program designed to provide a variety of learning experiences based upon knowledge of the human organism as it functions within its environment;" but again this statute does not specify grades, levels, or amounts of instruction. Health education is not a coursework requirement for high school graduation.

Curriculum Content: The Vermont's Frameworks for Standards and Learning Opportunities (2000) and the Health Education Grade Expectations (2008) set health knowledge and skills standards for students in grades preK-12.

State Assessment Requirement: None.

Mandate: 16 VSA 906 (1998) requires public schools to provide students with a physical education course of study, although duration and frequency are not specified. The State Board of Education Manual of Rules and Practices (2006) requires 1 years of physical education for high school graduation.

The Nutrition and Physical Fitness Guidelines (2005) recommend 150 minutes per week of physical education for elementary students and 225 minutes per week for middle and high school students.
Exemptions: None specified.

Curriculum Content: The Vermont Physical Education Grade Expectations (2004) sets health knowledge and skills standards for students in grades preK-12. Standard 2 requires students to learn to identify healthy behaviors and learn the benefit of exercise.

Physical Fitness Assessment: The Vermont Physical Education Grade Expectations (2004) requires student assessment in physical education (Fitnessgram or other nationally accredited test) for grades 5-12.

Not specifically required.

The Health Education Grade Expectations (2008) sets health knowledge and skills standards for students in grades PreK-12 via Grade Cluster Expectations (GEs). Standard 1 requires students be taught effective ways to cope with and positively handle emotions in grades 1-2, 5-6, and 9-12. Students in grades 3-4 and 7-12 are to be taught how to identify, positively manage, and design plans for managing stress. Standard 2 requires students in grades 3-6 and 9-12 to learn the indicators of, aspects of, and interrelationships of physical, mental, emotional, and social health. Standard 5 requires students in grades 5-6 to be taught effective ways to express feelings.

Health content to be integrated into these GEs are to include the ways family and friends help meet physical, emotional, and social health needs and strategies to promote emotional and social growth in grades PreK-4. Students in grades 5-8 should also receive education in the components of wellness (social, mental, physical), factors effecting intellectual, physical, social, and emotional health, and factors that contribute to a positive self-image. Students in grades 9-12 should further receive education in physical, emotional, mental, and social health indicators at the various stages of life, signs, behaviors, and symptoms of mental illness, and the interrelationships among mental, physical, social, and emotional health.

Character Education: Not specifically required.

Mandate: 16 VSA 131 (2005) details several requirements for a comprehensive health education program, including "body structure and function, including the physical, psychosocial and psychological basis of human development, sexuality and reproduction; disease, such as HIV infection, other sexually transmitted diseases, as well as other communicable diseases, and the prevention of disease; and human growth and development, including understanding the physical, emotional and social elements of individual development and interpersonal relationships including instruction in parenting methods and styles [including] information regarding the possible outcomes of premature sexual activity, contraceptives, adolescent pregnancy, childbirth, adoption, and abortion." This statute does not specify grades, levels, or amounts of instruction.

Curriculum Content: Not specifically required.

Parental Approval: 16 VSA 134 (1987) states that "any pupil whose parent shall present to the school principal a signed statement that the teaching of disease, its symptoms, development and treatment, conflicts with the parents' religious convictions shall be exempt from such instruction, and no child so exempt shall be penalized by reason of that exemption" (an opt-out policy).

Vermont offers a Sample Comprehensive HIV Policy for Schools: Pre-K12 (2006) that contains suggestions for HIV/AIDS education and prevention.

Joint Resolution 48 (2004) encourages schools to engage with their communities in developing nutrition and fitness programs to help schools understand childhood wellness programs and develop programs, activities, and policies that address inactivity and poor nutrition.

The Health Education Grade Expectations (2008) sets health knowledge and skills standards for students in grades preK-12. Standard 2 requires students to learn to identify healthy behaviors, use food labels, and understand the food pyramid.

Alcohol: 16 VSA 906 (1990) requires schools to provide comprehensive health education, including the" effects of alcoholic drinks on the human system and on society." 16 VSA 909 (1997) requires the department of education to develop a sequential alcohol and drug abuse curriculum.

Tobacco: 16 VSA 906 (1990) requires schools to provide comprehensive health education, including the" effects of tobacco on the human system and on society." 16 VSA 906 (1990) requires the department of education to develop a sequential alcohol and drug abuse curriculum that includes teaching about the effects and legal consequences of tobacco use and possession.

Drugs: 16 VSA 906 (1990) requires schools to provide comprehensive health education, including the" effects of drugs on the human system and on society." 16 VSA 906 (1990) requires the department of education to develop a sequential alcohol and drug abuse curriculum.

Health Education Grade Expectations (2008) requires students in grades 9-12 be taught strategies for dealing with situations that involve personal risk, danger, or emergencies, such as violence. Students in grades 1-4 are required to learn about the hazards of handling weapons.

Bullying/Harassment: Health Education Grade Expectations (2008) requires students in grades 5-6 be taught how to avoid or change situations that threaten personal safety, such as bullying and harassment. Students in grades 7-8 must also learn the difference between hazing, bullying, harassment, and respectful interactions/relationships.

Health content to be integrated into these GEs is to include how bullying, hazing, and harassment affects others and strategies to deal with this issue.

Fighting/Gangs:  Health Education Grade Expectations (2008) requires students in grades K-2 and 5-6 be taught how to avoid or change situations that threaten personal safety. In addition, it requires students in grades 1-12 be taught diverse nonviolent methods for resolving conflict, such as negotiation and refusal skills.

Health content to be integrated into these GEs is to include safety practices for unsafe or abusive situations for students in grades PreK-4, signs of emotional, physical, and sexual abuse in grades 5-8.

Suicide and Other Self-Abuse Prevention: The Health Education Grade Expectations (2008) requires health content concerning the signs, behaviors, and symptoms of depression and suicide be integrated into the required GEs.  16 VSA 131 (2005) details several requirements for a comprehensive health education program, including an understanding of depression and the signs of suicide risk in a family member or fellow student and awareness of school and community resources such as the local suicide crisis line.

Professional Development: Board Rule 4212 (2003) requires district substance abuse policies to include the provision of training of school staff so they may competently teach or provide other services required in the school's alcohol and drug abuse prevention education program.

Pre-service Requirement: Board Rules 5441, 5445 (2003) and 5440-31 (2005) require health educators to have a minimum of a bachelor's degree in health education and a practicum in health education at the appropriate grade level. An applicant must also demonstrate knowledge of health concepts and skills in eight specified areas and meet three specific performance standards.

Professional Development: None specified.

Pre-service Requirement: Board Rules 5441 and 5445 and 5440-08 (2005) require physical educators to have a minimum of a bachelor's degree in physical education and a practicum in physical education at the appropriate grade level. An applicant must also demonstrate knowledge of physical education concepts and skills in five specified areas and meet three specific performance standards.

Professional Development: None specified.

Pre-service Requirement: Board Rules 5441 and 5445, 5440-65 (2005) require school nurses to have a minimum of a bachelor's degree from a nursing program accredited by the National League for Nursing or the Commission on Collegiate Nursing Education, a valid Vermont license as a Registered Nurse, current certification in CPR and first aid, four years of clinical nursing experience beyond nursing education, and have completed the Department of Education's educational orientation program. An applicant must also demonstrate knowledge in specified general and school nursing concepts and skills and meet three specified performance standards.

Professional Development: None specified.

Student-to-Nurse Ratio: None specified.

Pre-service Requirement: None specified.

Professional Development: None specified.

Pre-service Requirement: Board Rules 5441 and 5445 and 5440-64 (2005) require school counselors to have a master's degree in school counseling or the equivalent and a completed 600-hour supervised internship in school counseling in a school setting, with a minimum of 60 hours at both the Pre-K-6 and 7-12 levels. An applicant must also demonstrate knowledge of school counseling concepts and skills in seven specified areas and meet five specific performance standards.

Professional Development: None specified.

Student-to-Counselor Ratio: None specified.

Pre-service Requirement: Board Rules5441 and 5445, 5440-66 (2005) requires school psychologists to have a National Association of School Psychologists (NASP) specialist level (60 graduate credits in school psychology) or doctorate (90 credits in school psychology) or an American Psychological Association (APA) accredited doctoral degree in school psychology or the equivalent. School psychologists must also have a NASP approved internship, APA accredited internship, or an internship of 600-hours in a supervised school setting with students. Applicants must also either be a Nationally Certified School Psychologist or demonstrate knowledge of school psychological skills and concepts in 11 specific areas and meet performance standards in 10 specific areas.

Professional Development: None specified.

Student-to-Psychologist Ratio: None specified.

Pre-service Requirement: Board Rules 5441 and 5445, 5440-54 (2005) require school social workers to have at least a bachelor's degree in social work and have completed a 600-hour supervised internship in a school setting, with 180 of those hours being spent doing field work at the elementary (60 hours), middle/junior high (60 hours), and senior high (60 hours) levels. An applicant must also demonstrate knowledge and skills in eight specific school social working areas.

Professional Development: None specified.

Student-to-Social Worker Ratio: None specified.

Pre-service Requirement: None specified.

Professional Development: None specified.

Pre-service Requirement: None specified.

Professional Development: None specified.

Additional Accountability Requirements: None

Additional Content Requirements: None

Guidance Materials: A collaborative between the Commissioner of Education and the state school boards association that created the Nutrition and Fitness Policy Guidelines (2004), a model school fitness and nutrition policy consistent with the 16 V.S.A. 216 (2004).

Other: 16 V.S.A. 216 created a state advisory on wellness that is to encourage wellness programs, which must include fitness and nutrition components. The Department of Education is required to provide technical assistance to districts in the form of professional development in wellness programs and curriculum. The law also requires the state commissioner of education to collaborate in creating a model fitness and nutrition policy, which includes components that address Section 204 requirements. A wellness grant program for districts was also created to establish a wellness community advisory council, inventory community programs and assets, gather data about the health status of children in the community, adopt a fitness and nutrition policy based on the model policy, begin to implement and coordinate wellness programs in the community based on the adopted policy, and seek funding for further implementation of the policy from other sources such as the department of health."

Food Services: The Nutrition Guidelines for Competitive Food and Beverage Sales in Schools (2008), as required by Act 203 Section 16 (2008) outlines requirements for foods sold outside of reimbursable school meals. The requirements are listed below:

Beverages:

• Bottled water
• 100% fruit or vegetable juice 6 oz elementary, 10 oz middle school, 12 oz high school
• Low or non-fat white or flavored milk 8oz elementary, 10 oz middle school, 12 oz high school
• Drinkable yougart up to 8 oz/150 calories per 8 oz for elementary school, 10 oz/150 calories per 8 oz for middle school, 12 oz/200 calories per 8 oz

Foods:

• Regular and reduced fat cheese, portion size no larger than 1.5 oz
• Fat may not exceed 35% of total calories, with 10% or less saturated fat or equal to or less than 1 gram of saturated fat, 0 grams of trans fat. Exception for nuts, nut butters and seeds
• Sugar limited to 35% by weight and no more than 30 grams/8 oz portion, with the exception of fruits
• No more than 230 mg of sodium with the exception of low fat and fat free dairy products and vegetables with sauce or soups (less than 480 mg).
• Calories for vegetables with sauce and soups - 100 calories for 1 nutrient, 150 for 2
• Calories for snacks - 150 for elementary school, 180 for middle school, 200 for high school

Adequate Time to Eat: No state policy.

School Breakfast: The School Food Programs Act 22 (2003) requires school breakfast in all public schools unless the commissioner grants a waiver or the district is exempt from the requirement.

Food Allergies: 16 VSA 212 (2006) requires the Commissioners of Health and Education to annually inform superintendents and principals of appropriate practices regarding students with life-threatening allergies and chronic illnesses and to prepare and distribute policies, training materials, and school guidelines for managing students with life-threatening allergies and chronic illnesses.  16 VSA 563 (2006) requires local school boards to assign an employee to inform parents of students with life-threatening allergies and chronic illnesses of applicable provisions of Sec 504 of the Rehabilitation act and other applicable states, to inform appropriate school staff of their responsibilities and provide necessary training. Both 16 VSA 212 (2006) and 16 VSA 563 (2006) are inclusive of food allergies in the school setting.

The Department of Education has also provided guidance in Managing Life Threatening Allergic Conditions in School (2008)

Farm-to-School: Act 145 (2006) establishes a local foods grant program for the purpose of helping Vermont schools to develop relationships with local farmers and producers. Grants may be used to (1) purchase equipment, resources, and materials that will help to increase the use of local foods in the school food service programs, (2) purchase items, including local farm products, that will help teachers to use hands-on educational techniques to teach children about nutrition and farm-to-school connections, and (3) to provide professional development and technical assistance to help teachers education students about nutrition and farm-to-school connections. The Act requires the Secretary of Agriculture, Food and Markets to work to develop and implement educational opportunities for farmers to help them to increase their markets through sales to schools and other agencies. The Commissioner of Education is required to offer regional training sessions for public school food service personnel and child care resource development specialists regarding strategies for purchasing, processing, and serving locally grown foods, as well as information about nutrition, obesity prevention, coping with severe food allergies and food service operations.

Vending Machines/School Stores: The Nutrition Guidelines for Competitive Food and Beverage Sales in Schools (2008) as required by Section 16 Act 203 (2008) prohibits selling food from vending machines during meal times.

Other Food Sales: The Nutrition Guidelines for Competitive Food and Beverage Sales in Schools (2008), as required by Act 203 Section 16 (2008) outlines requirements for foods sold outside of reimbursable school meals. The requirements are listed below:

Beverages:

• Bottled water
• 100% fruit or vegetable juice 6 oz elementary, 10 oz middle school, 12 oz high school
• Low or non-fat white or flavored milk 8oz elementary, 10 oz middle school, 12 oz high school
• Drinkable yougart up to 8 oz/150 calories per 8 oz for elementary school, 10 oz/150 calories per 8 oz for middle school, 12 oz/200 calories per 8 oz

Foods:

• Regular and reduced fat cheese, portion size no larger than 1.5 oz
• Fat may not exceed 35% of total calories, with 10% or less saturated fat or equal to or less than 1 gram of saturated fat, 0 grams of trans fat. Exception for nuts, nut butters and seeds
• Sugar limited to 35% by weight and no more than 30 grams/8 oz portion, with the exception of fruits
• No more than 230 mg of sodium with the exception of low fat and fat free dairy products and vegetables with sauce or soups (less than 480 mg).
• Calories for vegetables with sauce and soups - 100 calories for 1 nutrient, 150 for 2
• Calories for snacks - 150 for elementary school, 180 for middle school, 200 for high school

School Gardening: No state policy.

General Physical Activity Requirement: No state policy.

Recess or Physical Activity Breaks: The Nutrition and Physical Fitness Guidelines (2005) recommend daily recess for all students pre-K through 8. The Guidelines also recommend that recess and physical activity breaks not be taken away as a form of discipline.

Recess Before Lunch: The Nutrition and Fitness Policy Guidelines (2005) recommend scheduling recess before lunch whenever possible.

Walking/Biking to School: No state policy.

Interscholastic Athletics: No state policy.

Concussion and Sports-Related Head Injury: 16 V.S.A. Section 1162 (2011) requires the commissioner of education or designee, assisted by members of the Vermont Principal’s Association, to develop statewide guidelines, forms and other materials designed to educate coaches, youth athletes and their parents/guardians regarding the nature and risks of concussion and other head injuries, the risks of premature participation in athletic activities after a concussion or head injury and the importance of obtaining a medical evaluation of a suspected concussion or other head injury and receiving treatment when necessary. The principal/headmaster of each public school must ensure that the information is provided annually to each youth athletes and their parents/guardians and that they annually sign a form acknowledging receipt of the information and return it to the school prior to participation. 

The statute requires each coach of a school athletic team to receive training on how to recognize the symptoms of a concussion or other head injury at least every two years.  Coaches who are new to coaching at a school must receive training prior to beginning their first coaching assignment. A coach may not permit a student athlete to train or compete if they have been removed or prohibited from participating due to symptoms of a concussion or other head injury until they’ve been examined and given written clearance to participate in athletic activities from a health care provider trained in the evaluation and management of concussion and other head injuries.

16 VSA 565 (2003) requires all Vermont educational institutions shall provide safe, orderly, civil, and positive learning environments.

Board Rule 4000 (2004) requires local education agencies to ensure any student a persistently dangerous school or who is the victim of a violent criminal offense on public school grounds be allowed to attend a safe public school.

Fighting/Gangs: No state policy.

Weapons: 16 VSA 563 (2005) grants the district school board the authority to regulate or prohibit firearms or other dangerous or deadly weapons on school premises. Board Rule 4311.3 (2003) requires students who bring weapons to school to be expelled for a period of at least one year and be referred to a law enforcement agency by the district. Board Rule 4313.9 (2003) allows for the removal of students who possess or carry a weapon at school or a school function.

16 VSA 1166 (2003) requires each school board to adopt and implement policies regarding students who bring or possess firearms at school, which must include referral to a law enforcement agency and a minimum one-year expulsion. Each superintendent must also annually report to the commissioner each expulsion's circumstance, the total number of students expelled, and the type of firearm involved.

Drugs and Alcohol: 16 VSA 1165 (1983) requires the state board to formulate a policy and guidelines on the discipline of students involved with alcohol or drug abuse on school property or at school functions. Districts are to develop their own policies consistent with the state board's guidelines, found in Board Rule 4212 (2003).

Collaboration with Law Enforcement: Board Rule 4000 requires the school principal, before allowing a student that was the victim of a violent crime to exercise their safe school choice, to consult with any law enforcement agency investigating the alleged violent criminal offense and consider their reports and records. 16 VSA 1166 requires each school board to adopt and implement policies regarding students who bring or possess firearms at school, which must include referral to a law enforcement agency.

Bullying/Harassment:  16 VSA 11 (2011) defines bullying and harassment in the school setting. The definition includes bullying or harassment that occurs during the school day on school property, on a school bus, or at a school-sponsored activity, or before or after the school day on a school bus or at a school-sponsored activity. In addition, it includes bullying or harassment that does not occur during the school day on school property, on a school bus, or at a school-sponsored activity and can be shown to pose a clear and substantial interference with another student's right to access educational programs.

16 VSA 1161(a) (2004) requires each school to adopt a plan for responding to student misbehavior including a description of behaviors on and off school grounds which constitute misconduct, including harassment, bullying, and hazing, as defined in 16 VSA 11 (2011).  Act 117 (2004) requires the commissioner of education to update and distribute a model school plan on student discipline.  The model plan must address the following:  (1) a prohibition against bullying, (2) enable anonymous reporting, (3) enable parents or guardians to file reports of suspected bullying, (4) require staff to report suspected incidents, (5) require administrators to investigate any reports, (6) include an intervention strategy for school staff to deal with bullying, (7) require parental notification of acts against students, (8) require data collection of reported and verified incidents.  The Model Bullying Prevention Plan (2004) can be found here.                   

16 VSA 565 states that bullying and harassment have no place and will not be tolerated in Vermont schools. Each school board must develop, adopt, ensure enforcement of, and make available harassment and hazing prevention policies.

Cyberbullying: The definition of bullying and hazing in 16 VSA 11 (2011) includes incidents and acts conducted by electronic means.

Hazing: 16 VSA 565 states that hazing has no place and will not be tolerated in Vermont schools. Each school board must develop, adopt, ensure enforcement of, and make available harassment and hazing prevention policies.

Response and Management Plans: No state policy.

Reporting Incidents of Violence: 16 VSA 565 requires school boards to establish procedures that direct students and staff to report hazing and harassment policy violations. 16 VSA 1166 requires each superintendent to annually report to the commissioner each firearms expulsion's circumstance, the total number of students expelled, and the type of firearm involved.

16 VSA §140 (1997) does not allow any person to use tobacco on public school grounds and no student is allowed to use tobacco at school-sponsored activities. The law requires each school board to adopt policies prohibiting the use and possession of tobacco by students.

Act 125 (2000) requires the commissions of buildings and general services, education, and health to develop a model school environmental health policy that includes an annual health audit of school buildings and grounds reported to the commissioner, the establishment of a school environmental health plan to resolve indoor air quality problems, and the implementation of an integrated pest management with information about least-toxic and nontoxic materials and control plan. It also directs the Commissioners of Health, of Education, and of Buildings and General Services to create and maintain a clearinghouse website to help identify potential sources of environmental pollution, and operate the schools in a way that create a healthy indoor air.

Green Cleaning: S92 (2012) defines green cleaning and requires anyone who who sells products or provides services for cleaning a school to sell or use only "environmentally preferrable" green cleaning products and air freshners, designated as such by a third party.

23 VSA 1282 (2007) prohibits the operator of a school bus from idling while waiting for children to board or exit the vehicle at a school.  The operator may not start the engine until ready to leave the school premises.  Exceptions to this include circumstances that reasonably require the idling of the engine, such as periods when it is necessary to operate defrosting, heating or cooling equipment to ensure the health or safety of the driver or passengers, to operate auxiliary equipment, and when the engine is undergoing maintenance or inspection.  This rule does not affect vehicles other than school busses while on school premises.

Act 125 (2000) requires the commissions of buildings and general services, education, and health to develop a model school environmental health policy that includes an annual health audit of school buildings and grounds reported to the commissioner, the establishment of a school environmental health plan to resolve indoor air quality problems, and the implementation of an integrated pest management with information about least-toxic and nontoxic materials and control plan.

No state policy.

Vision and Hearing: 16 VSA 1422 (2009) requires periodic hearing and vision screening of school-aged children screening by primary care providers and school districts based on research-based guidelines developed by the commissioner of health in consultation with the commissioner of education. 

Chronic Health Conditions: No state policy.

Body Mass Index (BMI) Screening: No state policy.

16 VSA 212 (2006) requires the Commissioners of Health and Education to annually inform superintendents and principals of appropriate practices regarding students with life-threatening allergies and chronic illnesses and to prepare and distribute policies, training materials, and school guidelines for managing students with life-threatening allergies and chronic illnesses.  16 VSA 563 (2006) requires local school boards to assign an employee to inform parents of students with life-threatening allergies and chronic illnesses of applicable provisions of Sec 504 of the Rehabilitation act and other applicable states, to inform appropriate school staff of their responsibilities and provide necessary training.

Staff Administration: 16 VSA 563 (2006) requires local school boards to assign an employee to inform appropriate school staff of their legal responsibilities to students with life-threatening allergies and life threatening chronic illnesses and to provide necessary training to carry out these responsibilities.

Self-Administration of Asthma Medication:  Code 22.1-274.2 (2005) allows students with asthma to possess and self-administer emergency medication at school, on school grounds, at school-sponsored activities, on school-provided transportation and during school-related events. The student's parent or guardian must annually provide the school with the following: (1) Written authorization for the student to possess and self-administer emergency medication, (2) Written documentation from the student's physican stating that the student has one or more life-threatening allergies, asthma or both, (3) Provide the name of the medication, dosage and circumstances under which it should be taken, and (4) Affirmation that the student is acable and has been instructed in self-administration. Each year the parent or guardian, along with designated health care staff at the school, must develop a plan of action for responding to the student's life-threatening asthma. The parent or guardian must also sign a statement waiving liability for school employees, except in cases of gross negligence, recklessness or intentional misconduct.

Self-Administration of Anaphylaxis Medication: Code 22.1-274.2 (2005) allows students with life-threatening allergies to possess and self-administer emergency medication at school, on school grounds, at school-sponsored activities, on school-provided transportation and during school-related events. The student's parent or guardian must annually provide the school with the following: (1) Written authorization for the student to possess and self-administer emergency medication, (2) Written documentation from the student's physican stating that the student has one or more life-threatening allergies, asthma or both, (3) Provide the name of the medication, dosage and circumstances under which it should be taken, and (4) Affirmation that the student is acable and has been instructed in self-administration. Each year the parent or guardian, along with designated health care staff at the school, must develop a plan of action for responding to the student's life-threatening allergy. The parent or guardian must also sign a statement waiving liability for school employees, except in cases of gross negligence, recklessness or intentional misconduct.

Self-Administration of General Medication: Board Rule 4222 (2003) requires schools to include in their regulations that a student provide written orders from a physician stating the name of the drug, dosage, time interval the medication should be taken, and the reason for the drug, a written request from the parent or guardian for the school to comply with the physician's orders, the medication to be brought in a pharmacy labeled container, a locked medication storage cabinet, and communication with the parents regarding the effects of the medication for students in need of medications during the school day. 

Psychotropic Medications: No state policy.

Storage and Record-keeping: Board Rule 4222 requires medication be stored in a locked cabinet.

Requirement to Provide Services: No state policy.

Identification of Students with Mental or Emotional Disorders: No state policy.

Substance Abuse: 16 VSA 1165 (1983) requires the state board to formulate a policy and guidelines on the referral for rehabilitation of students involved with alcohol or drug abuse on school property or at school functions. Districts are to develop their own policies consistent with the state board's guidelines. Board Rule 4212 (2003) requires district policies to include support and referral systems and cooperative agreements, including initial assessment, support, and referral to community resources for such students.

Suicide Prevention: No state policy.

HIV, STD, and Pregnancy Testing and Counseling: No state policy.

Immunity of Liability: No state policy.

Detailed, current information about immunization requirements by state is maintained by the National Network for Immunization Information.  Select your state from the drop down box under Search for State Vaccine Requirements for School Entry."

Exemptions: 18 VSA 1122 (1981) allows for exemption from immunization requirements under the following circumstances: (1) Written certification from a licensed physician stating that a specific vaccine is or may be detrimental to the person's health or is not appropriate, or (2) A written statement from a person, or if a minor, their parent or guardian, indicating that the person, parent or guardian holds religious beliefs or moral convictions opposed to immunization.  In addition, the health department may provide by rule for further exemptions to immunization based upon sound medical practice.

18 VSA 1127 (1987) does not allow any school district to request an applicant, prospective or current student to have an HIV-related blood test, nor shall the applicant or student be discriminated against based on a positive HIV-related blood test result.

Vermont offers a Sample Comprehensive HIV Policy for Schools: Pre-K12  that contains suggestions regarding staff with HIV infection.

18 VSA 1127 does not allow any school district to request an applicant, prospective or current student to have an HIV-related blood test, nor shall the applicant or student be discriminated against based on a positive HIV-related blood test result.

Vermont offers a Sample Comprehensive HIV Policy for Schools: Pre-K12 that contains suggestions regarding students with HIV infection.

16 VSA 1073 (2009) does not allow any a married, pregnant or postpartum pupil to be deprived or denied the opportunity to participate in elementary or secondary education. It also requires the commissioner of education to pay for the educational costs for a pregnant or parenting pupil to attend a state board approved teen parent education program in a 24-hour residential facility for up to 8 months after the birth of a child.

No state policy.

State-level:  16 VSA 132 (1978) requires the state commissioner of education to establish an 11 member advisory council to assist the department of education in planning a program of comprehensive health education in the public schools.

33 VSA 703 (1983) creates the alcohol and drug abuse council within the agency of human services to promote the reduction of problems arising from alcohol and drug abuse, one of member of which must be a certified practicing teacher and one a school administrator. 33 VSA 705 (1983) requires the council to work with the state board of education in developing educational and preventative programs.

Local-level: 16 VSA 135 (1987) allows any school district or board to establish a comprehensive health education community advisory council to assist the school board in creating and implementing comprehensive health education.

State-Level: 16 VSA 133 (1978) allows the state commissioner of education to appoint a qualified person to supervise the preparation of curriculum, to promote teacher preparation, and assist in developing comprehensive health education programs.

Local-level: No state policy.

Student Health-Related Records: No state policy beyond FERPA.

Student Health-Related Services: Vermont offers a Sample Comprehensive HIV Policy for Schools: Pre-K12 that contains suggestions for medical confidentiality.

No state policy.