The Paulie Act

Promoting Emotional Regulation, Conflict Resolution, and Mental Wellness in Schools

The Paulie Act is a model bill — proposed legislation written to be adapted and introduced in any state. It grows out of the same conviction behind the Make ART Mandatory petition and my own work as an AVP facilitator: emotional regulation is a learnable skill, and teaching it early prevents the kind of escalation that ends in harm, incarceration, or loss of life. Just as students are taught to read, write, and solve equations, they deserve to be taught how to manage anger, navigate disappointment, process grief, resolve conflict, and build healthy relationships.

Authored by Stephanie Harris of the Jay Act Advocacy & Legal Reform Initiative (JAYACT).

A Vision Born Behind Walls #

by Stephanie Harris

Some visions are born in boardrooms. Others emerge from universities and think tanks. But every so often, a vision rises from a place the world least expects — behind prison walls.

Paul “Mustafa” Davidson, currently incarcerated at Sing Sing Correctional Facility, possesses such a vision.

Long before conversations surrounding mental health became commonplace, Mustafa recognized something profound: our children are taught mathematics, science, and history, yet are rarely taught how to understand grief, anxiety, trauma, depression, emotional regulation, conflict resolution, or the value of seeking help. We expect young people to navigate emotional storms without ever having been handed a map.

His belief is simple, yet revolutionary: mental health education should be treated as essential education.

After witnessing not only the brilliance of his ideas, but the extraordinary compassion, wisdom, and humanity that define the man himself, I stood beside that vision and drafted what has become known as The Paulie Act.

Named in his honor, The Paulie Act seeks to bring age-appropriate mental health education into school curricula throughout the United States. It recognizes that emotional literacy is not a luxury — it is a necessity.

The legislation envisions students learning:

• Emotional intelligence and self-awareness.
• Healthy coping mechanisms and stress management.
• Understanding trauma and adverse childhood experiences.
• Suicide prevention and recognizing warning signs.
• Conflict resolution and communication skills.
• The importance of empathy, compassion, and community.
• How and when to seek professional support.
• Breaking the stigma surrounding mental illness.

The Paulie Act acknowledges a truth society has too often ignored: prevention begins long before crisis.

How many addictions could be prevented if children understood trauma? How many lives could be saved if depression were recognized before despair became fatal? How many young people might choose hope if they understood that asking for help was not weakness, but courage?

Mustafa’s vision is not merely about reducing suffering. It is about cultivating healthier families, stronger communities, and generations equipped to care for both their minds and one another.

Perhaps the greatest irony is that this vision comes from a man the world might overlook. Yet history has repeatedly shown that wisdom is not determined by circumstance, nor compassion by one’s address.

Behind the walls of Sing Sing resides a man who dares to imagine classrooms where children learn not only how to make a living, but how to live; not only how to succeed, but how to heal.

That vision deserves to be heard.

And if one day students across America sit in classrooms learning that anxiety is treatable, grief is survivable, trauma can be overcome, and that seeking help is an act of strength rather than shame, they may never know the name Paul “Mustafa” Davidson. But countless lives may be changed because one man, confined by walls but not by imagination, chose to believe that healing should be taught.

Because mental health is health. Because emotional education saves lives. And because sometimes the brightest visions for our future come from those whom society forgot — but whom God never did.

Section 1. Short Title #

This Act shall be known and may be cited as “The Paulie Act.”

Section 2. Legislative Findings #

The Legislature finds that:

1. Emotional regulation is a foundational life skill that directly impacts academic success, interpersonal relationships, mental health, and community safety.
2. Schools routinely teach mathematics, science, language arts, and physical education, yet many students receive little or no formal instruction in emotional regulation, stress management, conflict resolution, or healthy communication.
3. The inability to effectively regulate emotions contributes to increased incidents of bullying, violence, self-harm, substance abuse, school disciplinary actions, and poor academic outcomes.
4. Early intervention through evidence-based emotional regulation education can significantly reduce behavioral incidents, improve school climate, strengthen student resilience, and promote lifelong success.
5. Every child deserves access to tools that help them understand their emotions, manage stress, navigate conflict, and build healthy relationships.

Section 3. Purpose #

The purpose of The Paulie Act is to establish mandatory emotional regulation education within public schools to equip students with practical skills for emotional intelligence, self-awareness, self-control, empathy, resilience, and conflict resolution.

Section 4. Mandatory Emotional Regulation Curriculum #

A. Beginning with the academic year following enactment, all public elementary, middle, and high schools shall provide age-appropriate emotional regulation instruction.

B. Instruction shall be incorporated into the regular school curriculum and provided no less than:

• Elementary School: One hour per week.
• Middle School: One hour per week.
• High School: One hour per week.

Section 5. Curriculum Requirements #

The curriculum shall include instruction on:

1. Emotional awareness and identification.
2. Emotional regulation techniques.
3. Stress management and coping strategies.
4. Healthy communication skills.
5. Conflict resolution and de-escalation techniques.
6. Empathy development.
7. Anti-bullying practices.
8. Digital and social media emotional wellness.
9. Healthy relationship development.
10. Trauma-informed resilience skills.
11. Suicide prevention awareness.
12. Anger management strategies.
13. Decision-making and impulse control.
14. Mental health literacy.
15. Peer support and community responsibility.

Section 6. Training for Educators #

A. All educators responsible for delivering emotional regulation instruction shall receive specialized training approved by the Department of Education.

B. Training shall include:

1. Trauma-informed educational practices.
2. Youth mental health awareness.
3. Conflict mediation.
4. Crisis recognition and referral procedures.
5. Cultural competency.

Section 7. School-Based Emotional Wellness Teams #

Each school district shall establish or designate an Emotional Wellness Team consisting of qualified professionals including:

• School counselors.
• Social workers.
• Psychologists.
• Behavioral health specialists.
• Trained educators.

The team shall assist in curriculum implementation and provide support services to students.

Section 8. Annual Assessment and Reporting #

The Department of Education shall annually evaluate:

• School climate indicators.
• Student disciplinary rates.
• Bullying incidents.
• Attendance rates.
• Student emotional wellness outcomes.

An annual report shall be submitted to the Governor and Legislature.

Section 9. Funding #

The Legislature shall appropriate funds necessary to implement this Act, including:

• Curriculum development.
• Educator training.
• Mental health staffing.
• Program evaluation and reporting.

Federal, state, and private grant opportunities shall be pursued to support implementation.

Section 10. Implementation #

The Department of Education shall promulgate regulations necessary to implement this Act within twelve months of enactment.

Section 11. Effective Date #

This Act shall take effect immediately upon passage, with statewide implementation beginning the following academic year.

Statement of Intent #

The Paulie Act recognizes that emotional regulation is not a luxury — it is a necessity. Just as students are taught to read, write, and solve equations, they must also be taught how to manage anger, navigate disappointment, process grief, resolve conflict, and build healthy relationships. By investing in emotional wellness education today, we create safer schools, stronger families, and healthier communities tomorrow.