{"database": "openregs", "table": "congressional_record", "rows": [["CREC-2026-03-02-pt1-PgS734", "2026-03-02", 119, 2, null, null, "SENATE RESOLUTION 624--EXPRESSING SUPPORT FOR THE DESIGNATION OF THE WEEK OF MARCH 2 THROUGH MARCH 6, 2026, AS \"NATIONAL SOCIAL AND EMOTIONAL LEARNING WEEK\" TO RECOGNIZE THE CRITICAL ROLE SOCIAL...", "SENATE", "SENATE", "SRESOLUTION", "S734", "S735", "[{\"name\": \"Richard J. Durbin\", \"role\": \"speaking\"}]", "[{\"congress\": \"119\", \"type\": \"SRES\", \"number\": \"624\"}, {\"congress\": \"119\", \"type\": \"SRES\", \"number\": \"624\"}, {\"congress\": \"119\", \"type\": \"SRES\", \"number\": \"624\"}, {\"congress\": \"119\", \"type\": \"S\", \"number\": \"3960\"}, {\"congress\": \"119\", \"type\": \"S\", \"number\": \"3960\"}]", "172 Cong. Rec. S734", "Congressional Record, Volume 172 Issue 39 (Monday, March 2, 2026)\n\n[Congressional Record Volume 172, Number 39 (Monday, March 2, 2026)]\n[Senate]\n[Pages S734-S735]\nFrom the Congressional Record Online through the Government Publishing Office [www.gpo.gov]\n\n                         SUBMITTED RESOLUTIONS\n\n                                 ______\n\n SENATE RESOLUTION 624--EXPRESSING SUPPORT FOR THE DESIGNATION OF THE\n    WEEK OF MARCH 2 THROUGH MARCH 6, 2026, AS ``NATIONAL SOCIAL AND\n  EMOTIONAL LEARNING WEEK'' TO RECOGNIZE THE CRITICAL ROLE SOCIAL AND\nEMOTIONAL LEARNING PLAYS IN SUPPORTING THE ACADEMIC SUCCESS AND OVERALL\n            WELL-BEING OF STUDENTS, EDUCATORS, AND FAMILIES\n\n  Mr. DURBIN (for himself, Mr. Kaine, Mr. Van Hollen, Mr. King, Mr.\nBlumenthal, Mr. Lujan, Ms. Duckworth, Mr. Booker, and Mr. Kim)\nsubmitted the following resolution; which was referred to the Committee\non Health, Education, Labor, and Pensions:\n\n                              S. Res. 624\n\n       Whereas decades of research demonstrate how social and\n     emotional learning (referred to in this preamble as ``SEL'')\n     promotes academic achievement, mental wellness, healthy\n     behaviors, and long-term success;\n       Whereas, according to a study by researchers at the\n     University of Southern California and Yale University,\n     students participating\n\n[[Page S735]]\n\n     in an SEL intervention demonstrate, on average, a 4.2\n     percentile point increase in academic achievement (with a 3.8\n     percentile point increase in math and 6.3 percentile point\n     increase in literacy), with longer interventions showing an\n     8.4 percentile point increase in academic achievement;\n       Whereas, according to a longitudinal National Institute of\n     Child Health and Human Development study by researchers at\n     the University of Washington, the University of Minnesota,\n     the University of California San Francisco, the University of\n     Virginia, and Rush University Medical Center, individuals\n     with greater social skills aggregated from kindergarten\n     through sixth grade had lower cardiometabolic risk in\n     adulthood;\n       Whereas, according to a study by researchers at the\n     Collaborative for Academic, Social, and Emotional Learning,\n     Loyola University Chicago, and the University of Illinois\n     Chicago, SEL programs that addressed the 5 core social and\n     emotional competencies (self-awareness, self-management,\n     social awareness, relationship skills, and responsible\n     decision-making) increased academic performance by 11\n     percentile points, improved the ability of students to manage\n     stress, and improved the attitudes of students about\n     themselves, others, and school;\n       Whereas, according to a study by researchers at Yale\n     University, the University of Rochester, the University of\n     Maryland, and Loyola University Chicago, students\n     participating in SEL at school had higher ``school\n     functioning,'' including grades, test scores, attendance,\n     homework completion, and engagement;\n       Whereas a study in the Journal of Benefit-Cost Analysis\n     found that, on average, for every dollar spent on the\n     evidence-based SEL programs examined, there was an $11 return\n     on investment;\n       Whereas, according to a study published by the American\n     Public Health Association, the development of social and\n     emotional skills in kindergarten has been associated with\n     improved outcomes for young adults later in life, resulting\n     in reduced societal costs for public assistance, public\n     housing, police involvement, and detention;\n       Whereas, in response to a Pew Research Center survey of\n     parents of K-12 students, 93 percent of the parents said that\n     schools teaching children to develop social and emotional\n     skills was important;\n       Whereas research from Yale University, the University of\n     Cantabria, Jagiellonian University, and Pennsylvania State\n     University indicates that educators who demonstrate greater\n     social and emotional competence are frequently more capable\n     of protecting themselves from burnout; and\n       Whereas the week of March 2 through March 6, 2026, would be\n     an appropriate period to designate as ``National Social and\n     Emotional Learning Week'': Now, therefore, be it\n       Resolved, That the Senate--\n       (1) supports the designation of ``National Social and\n     Emotional Learning Week'';\n       (2) recognizes the role that social and emotional learning\n     plays in promoting academic achievement, mental and\n     behavioral health, and future career success for students;\n       (3) expresses support for expanding access to social and\n     emotional learning for each student and teacher; and\n       (4) encourages the people of the United States to identify\n     opportunities among Federal agencies to advance social and\n     emotional learning to support the academic success and\n     overall well-being of students, parents, educators, and their\n     communities.\n                                 ______\n\n      By Mr. DURBIN (for himself, Mr. Lee, Mr. Coons, and Mr. Wicker):\n\n  S. 3960. A bill to give Federal courts additional discretion to\ndetermine whether pretrial detention is appropriate for defendants\ncharged with nonviolent drug offenses in Federal criminal cases; to the\nCommittee on the Judiciary.\n\n                                S. 3960\n\n       Be it enacted by the Senate and House of Representatives of\n     the United States of America in Congress assembled,\n\n     SECTION 1. SHORT TITLE.\n\n       This Act may be cited as the ``Smarter Pretrial Detention\n     for Drug Charges Act of 2026''.\n\n     SEC. 2. RELEASE CONDITIONS AND DETENTION IN FEDERAL CRIMINAL\n                   CASES.\n\n       Section 3142 of title 18, United States Code, is amended--\n       (1) by striking ``(42 U.S.C. 14135a)'' each place it\n     appears and inserting ``(34 U.S.C. 40702)''; and\n       (2) in subsection (e)(3)--\n       (A) by striking subparagraph (A); and\n       (B) by redesignating subparagraphs (B), (C), (D), and (E)\n     as subparagraphs (A), (B), (C), and (D), respectively.\n\n                          ____________________"]], "columns": ["granule_id", "date", "congress", "session", "volume", "issue", "title", "chamber", "granule_class", "sub_granule_class", "page_start", "page_end", "speakers", "bills", "citation", "full_text"], "primary_keys": ["granule_id"], "primary_key_values": ["CREC-2026-03-02-pt1-PgS734"], "units": {}, "query_ms": 0.8069060277193785, "source": "Federal Register API & Regulations.gov API", "source_url": "https://www.federalregister.gov/developers/api/v1", "license": "Public Domain (U.S. Government data)", "license_url": "https://www.regulations.gov/faq"}