Healthy Students-Healthy Schools Act

Read twice and referred to the Committee on Labor and Human Resources.

Congressional Research Service

Official summary

Version 00 · Introduced in Senate · Mar 23, 1993

Healthy Students-Healthy Schools Act - Directs the Secretary of Health and Human Services (HHS) to designate, within the Centers for Disease Control (CDC), a Healthy Students-Healthy Schools Office (HSHS Office). Requires the HSHS Office to assist State and local educational agencies (SEAs and LEAs) to develop and maintain comprehensive sequential school health education programs and curricula in all elementary and secondary schools in their jurisdiction. Requires the Office also to assist States in coordinating school-based programs to progress toward relevant Healthy People 2000 (HP 2000) Objectives and Healthy Students-Healthy Schools Goals (Goals). Amends the Elementary and Secondary Education Act of 1965 to transfer the Office of Comprehensive School Health Education (CSHE Office) from the Office of the Secretary (of Education) to the Office of Elementary and Secondary Education (also within the Department of Education). Establishes the Healthy Students-Healthy Schools Advisory Council, which shall establish the national Goals. Directs the Secretary of HHS to establish a Healthy Students-Healthy Schools Interagency Task Force. Sets forth the duties of the Secretary of HHS under this Act. Directs the Secretary of HHS, through the HSHS Office, to award grants to States and LEAs to assist schools in becoming Healthy American Schools that teach comprehensive sequential school health education programs using advanced technologies such as computer-based learning and innovative communication channels. Directs the Secretary of HHS to recognize annually with plaques and cash awards those schools that epitomize the HSHS Goals. Directs the Secretary of the Interior, through the Bureau of Indian Affairs (BIA) and in cooperation with the Secretary of HHS, to develop and implement a program providing sequential comprehensive health education and physical education to students enrolled in elementary and secondary schools operated by or on behalf of the BIA. Authorizes appropriations. Amends the Drug-Free Schools and Communities Act of 1986 to allow appropriations under it to be used in conjunction with the HSHS program, so long as substance abuse prevention is a major component.

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People & committees

Who introduced it

Sen. Bingaman, Jeff [D-NM] · D–NM

Committees

Health, Education, Labor, and Pensions Committee

3 cosponsorship records, including any withdrawals

Legislative record

Actions

A procedural vote is different from passage. Passage in one chamber does not establish enactment. Explore the glossary.

Mar 23, 1993
Read twice and referred to the Committee on Labor and Human Resources.
Mar 23, 1993
Sponsor introductory remarks on measure. (CR S3480-3481, S3484-3485)
Mar 23, 1993
Introduced in Senate

Primary sources

Bill text & related measures

Text links open the official source. We currently store references to these documents.

Introduced in Senate · Mar 23, 1993 Formatted Text PDF

Related bills identified by Congress.gov

No related bills are listed in this snapshot. This does not establish whether the proposal has appeared in earlier Congresses.

Source last updated: Aug 26, 2025. Consult Congress.gov for the current record.

AI Conversation Starters

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Neutral evidence review

Objective

Analyze S.629 as objectively as possible. Explain its main provisions, who would be affected, possible benefits and harms, implementation, exceptions, and uncertainties. Present the strongest arguments for and against it, and identify evidence needed to assess its public impact.

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Discuss S.629, 103rd Congress: Healthy Students-Healthy Schools Act

Official record: https://www.congress.gov/bill/103rd-congress/senate-bill/629

Text version to examine: Introduced in Senate · 1993-03-23.

Official full text: https://www.congress.gov/103/bills/s629/BILLS-103s629is.htm

Imported record last updated by the source: 2025-08-26T13:50:25Z. Verify current status and distinguish any later version from the version above.

Read the official text before answering. If you cannot access it, say so and ask me to provide it; do not assume a link means you have read the document. Distinguish proposals from enacted law, cite sources, and separate facts, interpretation, and uncertain predictions. Include counterarguments even when using a particular perspective.

Analyze S.629 as objectively as possible. Explain its main provisions, who would be affected, possible benefits and harms, implementation, exceptions, and uncertainties. Present the strongest arguments for and against it, and identify evidence needed to assess its public impact.

Fairness and public impact

Progressive lens

Examine S.629 through a progressive lens, focusing on fairness, access, economic inequality, and effects on vulnerable communities. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and distinguish stated goals from demonstrated outcomes.

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Discuss S.629, 103rd Congress: Healthy Students-Healthy Schools Act

Official record: https://www.congress.gov/bill/103rd-congress/senate-bill/629

Text version to examine: Introduced in Senate · 1993-03-23.

Official full text: https://www.congress.gov/103/bills/s629/BILLS-103s629is.htm

Imported record last updated by the source: 2025-08-26T13:50:25Z. Verify current status and distinguish any later version from the version above.

Read the official text before answering. If you cannot access it, say so and ask me to provide it; do not assume a link means you have read the document. Distinguish proposals from enacted law, cite sources, and separate facts, interpretation, and uncertain predictions. Include counterarguments even when using a particular perspective.

Examine S.629 through a progressive lens, focusing on fairness, access, economic inequality, and effects on vulnerable communities. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and distinguish stated goals from demonstrated outcomes.

Institutions and government scope

Conservative lens

Examine S.629 through a conservative lens, focusing on fiscal responsibility, institutional stability, federalism, and the scope of government. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and any provisions that challenge this perspective.

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Discuss S.629, 103rd Congress: Healthy Students-Healthy Schools Act

Official record: https://www.congress.gov/bill/103rd-congress/senate-bill/629

Text version to examine: Introduced in Senate · 1993-03-23.

Official full text: https://www.congress.gov/103/bills/s629/BILLS-103s629is.htm

Imported record last updated by the source: 2025-08-26T13:50:25Z. Verify current status and distinguish any later version from the version above.

Read the official text before answering. If you cannot access it, say so and ask me to provide it; do not assume a link means you have read the document. Distinguish proposals from enacted law, cite sources, and separate facts, interpretation, and uncertain predictions. Include counterarguments even when using a particular perspective.

Examine S.629 through a conservative lens, focusing on fiscal responsibility, institutional stability, federalism, and the scope of government. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and any provisions that challenge this perspective.

Individual rights and government power

Liberty lens

Examine S.629 through a civil-liberties and limited-government lens. Consider individual rights, privacy, voluntary choice, accountability, and government power. Explain tradeoffs, possible safeguards, and the strongest counterarguments without assuming the proposal is beneficial or harmful.

View full prompt & sources

Discuss S.629, 103rd Congress: Healthy Students-Healthy Schools Act

Official record: https://www.congress.gov/bill/103rd-congress/senate-bill/629

Text version to examine: Introduced in Senate · 1993-03-23.

Official full text: https://www.congress.gov/103/bills/s629/BILLS-103s629is.htm

Imported record last updated by the source: 2025-08-26T13:50:25Z. Verify current status and distinguish any later version from the version above.

Read the official text before answering. If you cannot access it, say so and ask me to provide it; do not assume a link means you have read the document. Distinguish proposals from enacted law, cite sources, and separate facts, interpretation, and uncertain predictions. Include counterarguments even when using a particular perspective.

Examine S.629 through a civil-liberties and limited-government lens. Consider individual rights, privacy, voluntary choice, accountability, and government power. Explain tradeoffs, possible safeguards, and the strongest counterarguments without assuming the proposal is beneficial or harmful.