Another front in Utah’s culture wars: HB399’s attempt to kill Social-Emotional Learning
House Bill 399, sponsored by Utah Rep. Trevor Lee, R-Layton, has revived debates at the Utah State Capitol over how public schools address student character, well-being, and what opponents describe as ideological influences in classrooms. Though the bill stalled in committee this month, its emergence underscores a widening conflict in education policy, driven by national conservative activism targeting social-emotional learning and multicultural curricula.
HB399, formally titled the Prohibition Against Student Character Tracking and Grading Systems, sought to restrict the ways Utah public schools can track and grade students on character-related skills, life skills, and nonacademic competencies. Advocates maintained such moves were needed to curb “wokeness” and protect parents’ values from what they see as subjective or ideological influence. Opponents, including the Utah Education Association and the Utah School Social Work Association, warned the bill could undo decades of progress supporting student wellness and mental health, reversing gains on teen suicide prevention and emotional support instruction.
“This bill doesn’t just touch grading; it impacts how schools are allowed to implement and coordinate social-emotional supports. The language has implications for prevention systems, early identification, and how schools partner with families when students are struggling,” wrote Tiana McCall, chair of the Utah School Social Work Association. “If you care about student mental health, bullying prevention, suicide prevention, and keeping support systems intact, now is the time to review the bill and engage.”
Lee defended his proposal in committee meetings by framing the issue broadly:
“For social and emotional learning, it’s really gotten bad. That’s how they’ve been able to implement it in the schools,” he told lawmakers, questioning who should define “good character.”
Although HB399 was ultimately held by the House Education Committee, likely ending its chances this session, its supporters portrayed the bill as part of a larger campaign to rein in educational practices they view as ideologically biased.
HB399 emerged amid a nationwide push by conservative parent groups and activists to challenge SEL, a learning model that teaches skills such as empathy, emotional self-regulation, and interpersonal communication. One of the most visible of these groups, Moms for Liberty, has aggressively campaigned against SEL and similar concepts, arguing — without evidence from mainstream research — that SEL is a pathway for “progressive” ideas about gender identity, sexuality, and politics in schools.
Founded in 2021, Moms for Liberty presents itself as an advocate for “parental rights” in education, but critics and civil rights groups note the organization’s ongoing campaigns against LGBTQ-inclusive curriculum, gender identity discussions, and multisector diversity work. They have also targeted books and lessons that include LGBTQ themes.
In national training events and materials, group leaders have warned members to watch for SEL programs in school contracts and curricula, claiming — without supporting evidence — that such programs expose children to “progressive ideology,” including acceptance of homosexuality and gender diversity. These claims echo broader culture-war messaging among educational activists on the right.
LGBTQ+ Concerns and Education Policy
Though HB399 does not explicitly mention sexual orientation or gender identity, its focus on curbing what opponents call “character education” and SEL is inseparable from debates over LGBTQ-inclusive classrooms. Social-emotional learning as practiced in many districts includes affirming environments for LGBTQ youth and guidance on interpersonal respect, which critics conflate with ideological messaging. SEL has also been described by some Moms for Liberty activists as a “bait and switch” that leads to more extensive cultural instruction — a characterization contradicted by most educational research, which ties SEL to positive results such as enhanced academic performance and peer relationships.