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These dates represent the dates by which materials must be received in the California State PTA office. Earlier due dates by council and/or districts may apply in order to ensure sufficient time for information to flow through channels. Units must observe council and district PTA due dates.

September
September and October are designated membership kickoff months.

October
15   Continuing Education Scholarship applications due in the California State PTA office.

15   Outreach Translation, Cultural Arts, Healthy Lifestyles, and Parent Education grant applications due in the California State PTA office.

23-31  Red Ribbon Week

30   Per capita for 30 members received from units to qualify for Ready, Set … Remit! Award.

31   Expiration date for all memberships from previous year and membership cards.

November
1    DRAFT Resolutions and Convention Action Cover Sheet due in the California State PTA office.

15   If fiscal year ends June 30, tax and government forms are due.

December
1    Last day for state office to receive (through channels) at least the minimal amount of memberships for a unit to remain “in good standing.”

20   Insurance premiums due through insurance portal. Late fee applies for any premiums received after December 20.

January
National PTA Reflections Program entries due in California State PTA office. Contact your district president for the current year’s schedule.

5   FINAL Resolutions and Convention Action Cover Sheet due in the California State PTA office.

31   Ensure that Workers’ Compensation Annual Payroll Report and insurance premium, if any, are remitted through California State PTA’s insurance broker.

February
Check with council/district PTA for California State PTA convention pre-registration deadline and discounts.

1    Graduating High School Senior Scholarship applications due in the California State PTA office.

17   Founders Day honors the three PTA founders as well as past and present PTA leaders.

March
1    Phoebe Apperson Hearst Innovation in Family Engagement Award applications due in National PTA office (pta.org).

April/May
May 3-5, 2024 – California State PTA Convention – Ontario

June
1    District PTA presidents responsible for submitting unit, council and district PTA rosters of officers, including complete contact information for the California State PTA mailing list and directory.

1    Annual Historian Reports to be sent to the California State PTA historian.

1    Leadership Development Grant Report from district PTAs due in California State PTA office.

1    Grant Report from unit, council or district PTA grant recipients due in California State PTA office.

1   Final remittance of Founders Day freewill offerings due in California State PTA office.

National PTA Convention see pta.org for more information.

30   Final per capita for the year is due.

July/August
Use the summer months to begin planning programs, events, and membership recruitment activities for the coming school year.

California State PTA publishes numerous resources to empower and support the efforts of unit, council and district PTAs to impact positively the lives of children, youth, and families.

Download the Communications Job Description

Obtain (from predecessor) and study the procedure book and other materials related to performing the duties of communications leader:

• Print publications: past issues, deadline schedules, duplicating process and mailing permit information, templates.
• Electronic communications: email account names and passwords, web hosting information, domain name information, social media usernames, logins and passwords, webmaster contact information.
• Calendar of events and contact information for PTA officers and chairmen.
• Budget
• Names and contact information for local media contacts.

Download or obtain the Communications section of the California State PTA Toolkit to learn the basics of PTA communications, responsibilities, publications and available resources.  See PTA Style Guide.

Subscribe to California State PTA’s and National PTA’s print and electronic publications and communications.

Meet with communication board members (newsletter editor, social media chairman, website manager, etc.) before the beginning of the school year to develop a communications plan. Work closely with the school principal and the unit president.

Attend communications-related workshops and trainings.

DEVELOPING A COMMUNICATIONS PLAN

Develop a communications plan by first establishing your PTA’s communication objectives.  Solicit feedback to verify that current communications are meeting member needs. Determine:

• Who is the target audience? Consider who you want to reach.
• What are the right communications tools? Determine the best way to reach your audience.
• What is the right message for each tool? Think through what needs to be said and how and where to say it. Be concise and to the point.

Consider using:

• Newsletters (digital or print)
• Website
• Emails
• Mobile
• Social media
• Video
• Fliers
• Banners
• Word of mouth

Review PTA calendar of events. Schedule website, social media updates, event promotion and publicity around these dates.

Set submission deadlines for the year for all publications. Create a content calendar for social media and website postings.

Develop a budget to support the plan.

Present the communications plan to the executive board for approval.

A successful PTA communications plan should:

• Adhere to PTA noncommercial, nonpartisan and nonsectarian policies.
• Inform every family in the school of the aims and accomplishments of the PTA.
• Encourage and highlight attendance at PTA meetings and family engagement in PTA projects and activities.
• Foster cooperation with the school in keeping parents informed about school functions, regulations and/or procedures on child-related issues.
• Inform the community about PTA activities and school functions.
• Express appreciation to those participating in or contributing to programs.
• Tackle barriers such as language and culture.

ENSURING QUALITY COMMUNICATIONS

• Make sure that all publications material is cleared with the principal and PTA president prior to publication or posting.
  • Principal is responsible for the accuracy of school information and compliance with the State Education Code and school district policy.
  • PTA president is responsible for the accuracy of PTA information and compliance with PTA policies.
• Use the PTA logo in all communications.
• Abide by copyright laws and republish articles and art in an ethical manner.
• Do not include photographs of or specific information (names, class, email, address, etc.) about adults or students without written permission.
• Keep your message brief and to the point.
• Create visually interesting communications with careful use of photographs, bullets, quotes, charts, and graphics.
• Date all materials.
• Have 2-3 people other than the author proofread prior to publishing or posting.
• Arrange for translation services.
• Learn more

CREATING MEDIA NEWS

Local media may be interested in news coverage of your PTA event or project if it:

• Piggybacks on breaking news.
  • Be prepared to be one of the experts and demonstrate that PTA is a voice on the issues being debated.
• Ties in with anniversaries and annual happenings.
  • Identify events or dates related to schools and children (i.e.  Back-to-School) and find a way to tie them to PTA  programs.
• Spotlights a special event.
  • Announce activities that may be of interest to a large audience and invite local VIPs.
• Uses a “hook” or “angle.”
  • Tell the story in a new way. Provide a new angle.

ONGOING RESPONSIBILITIES

• Give a regular communications report to your PTA.
• Use PTA publications to promote PTA events and share information.
• Maintain an up-to-date website.
• Use social media to communicate with members.
• Encourage officers and chairmen to contribute short articles and reports for the newsletter, website, or social media site.
• Provide media releases as requested.

Resolutions call attention to a problem and a need for action on a particular issue. They are a major source of authority to take positions on issues for the California State PTA and its units, councils and districts. If a problem or situation has statewide implications affecting children, youth and families, a convention resolution is one way to authorize PTA action. Resolutions are adopted by a majority vote of delegates at the annual meeting. PTA authorities include state and national PTA resolutions, position statements, and legislation platforms.

Resolutions are PTA authorities created and adopted by the membership. Position Statements are PTA authorities created and adopted by the Board of Managers. Resolutions must meet the following criteria:

• Be in accordance with PTA purposes and policies
• Be prepared according to criteria specified in the California State PTA Resolutions Procedure
• Follow National PTA guidelines, if a resolution is to be forwarded to the National PTA

A resolution may be initiated by an individual PTA member, but must be submitted by a PTA unit, council, or district in good standing, an inter-district committee or the California State PTA Board of Managers.

The resolution is an original main motion written as one continuous sentence and must be submitted in writing. There are three parts to a resolution.

• The preamble is statements of fact containing background information and reason(s) for the resolution. Each statement begins with the word Whereas.
• Request for Action. The request for action is a recommendation to the convention delegates on how to proceed with the issue set forth in the Whereas statement(s). Each request for action begins with the word Resolved. There may be more than one Resolved
• Background. The Background Summary is a narrative highlighting the most important facts from the resource material. The resource material is discussed later in this document.

Four types of resolutions may be presented to the delegates for consideration at the annual meeting:

1. A new resolution on a new topic.
2. A new resolution that builds on the topic of an existing resolution. When a new resolution that builds on the topic of an existing resolution, but is not in conflict with that resolution, the previous resolution would remain in effect. When a new resolution replaces an existing resolution on the same subject, the delegates shall be informed that the new resolution would replace an existing resolution o n the same subject. If the delegates vote to adopt the new resolution, the previous resolution is thereby deemed part of the historical record and the Resolution Committee chair places it in the historical file .
3. Rescission of an existing resolution with a New Resolution. A new resolution that is in conflict with an existing resolution shall not be presented to the delegates at the annual meeting without a motion to rescind the existing resolution also being placed on the agenda. In order for the proposed new resolution to be presented, the delegates must first rescind the existing resolution by a two-thirds vote. If the motion to rescind fails, the new resolution may not be presented. If the motion to rescind is adopted but the new resolution is defeated, the annual meeting delegates shall be given the opportunity to readopt the previously rescinded resolution by majority vote.
4. Update to an existing resolution.  An update from a BOM Commission or Committee to an existing resolution presents the proposed amendments to delegates for consideration at the annual meeting. The motion s hall include a clear explanation of the proposed changes.

Resolutions approved by the delegates at the annual meeting shall constitute a directive to the BOM. Following the statewide annual meeting, the resolutions chairman shall process adopted resolutions as follows:

1. adopted resolutions shall be publicized in multiple formats, made accessible to members and placed in The Resolutions
2. resolutions shall be assigned to the appropriate commission(s) or committee(s) for further action. Resolutions are given priority consideration and committees/commissions shall provide a report on the implementation of each assigned
3. when a resolution directs California State PTA to request or urge the National PTA, PTA Congresses or other non-PTA entities to take action, the president shall promptly write a letter to the specified entity or entities requesting or urging the action;
4. when a resolution submitted to the annual meeting delegates is adopted, with a Resolved to forward to National PTA, the president or resolutions committee chairman will notify the originating body and the BOM regarding the disposition of the resolution by the National PTA; and
5. when a resolution is replaced at an annual meeting by a new updated version, the previous resolution shall be placed in the historical file of resolutions.

Resolutions not adopted, but referred by vote of the delegates back to the BOM shall be assigned to the appropriate commission or committee for further study or other action as appropriate.

March 1992 – Revised January 2005 – Family Engagement

Parent Involvement: Individual and Organizational Rights and Responsibilities in the Development of Children

National PTA Position Statement (Adopted by the 1991-1993 California State PTA Board of Managers)

Parent involvement is the participation of parents/guardians in every facet of the education and development of children from birth to adulthood, recognizing that parents/guardians are the primary influence in children’s lives.

Parent involvement takes many forms, including the parents’ shared responsibilities in decisions about children’s education, health and well-being, as well as the parents’/guardians’ participation in organizations that reflect the community’s collaborative aspirations for all children.

Parent’s Responsibilities

The parent/guardian, as a role model and initial teacher, has the responsibility to:

• Safeguard and nurture the physical, mental, social and spiritual education of the child;
• Provide opportunities for interaction with other children and adults;
• Lay the foundation for character development and responsible behavior;
• Lay the foundation for responsible citizenship, by instilling a knowledge of and respect for our nation’s diverse cultural heritage;
• Provide a home environment that encourages and sets an example for the child’s commitment to learning;
• Know, help and work as partners with teachers and school support staff, administrators, and special teachers;
• Communicate with, serve on, and participate in the selection/election of school officials (e.g., school board members, superintendents, school councils);
• Develop, through observation, a knowledge of how the child functions in the school environment.

Parent’s Rights

A parent/guardian has a right to:

• Clear, timely, and concise two way communication and information between home and school;
• Clear and concise information about the school and the child’s grade level and developmental progress;
• Confidentiality of information about the child;
• Clear understanding of the processes to gain access to the appropriate school officials, to participate in decisions that are made and to appeal matters pertaining to the child and the appeal process;
• Promote inclusiveness and sensitivity to language;
• Expect a sensitivity to language and cultural differences (inclusiveness);
• Be informed of disciplinary or investigative action regarding their child.

Be aware that California Law (Chapter 864, Statutes of 1998, gives parents/guardians the legal rights to

• Classroom Observing: The time and date of the visitation must be arranged in advance with the school.
• Teacher Conferencing: Parents should contact the school to schedule a date and time convenient for all participants.
• Volunteering: Parents should contact the school to determine the terms and conditions of this service.
• Student Attendance: Be notified in a timely manner if their child is absent from school without permission.
• Student Testing: Be notified of their child’s performance on standardized and statewide tests, and the school’s ranking on these tests.
• School Selection: To request that their child be enrolled in any school in the district. The district is not compelled to grant the request.
• Safe School Environment: Parents are entitled to the assurance of a safe and supportive learning environment for their child.
• Curriculum Materials: Examine the curriculum materials of the class or classes in which their child is enroll.
• Student Academic Progress: Be informed of their child’s academic progress in school and of persons to contact if they wish more information or assistance with their child.
• Student Records: Access to their child’s records and to question anything they feel is inaccurate or misleading, or an invasion of privacy.
• Standards: Receive information regarding the academic standards their child is expected to meet.
• School Rules: Receive written notification of school rules, attendance policies, dress codes, and procedures for school visitations.
• Psychological Testing: Receive information on all psychological testing recommended for their child.
• Councils and Committees: Participate as a member of a parent advisory committee, school-site council, or site-based management leadership team in accordance with established rules and regulations for membership.
• Policy Development: Have the opportunity to work in a mutually supportive and respectful partnership with the school to help their child succeed.
• Beyond High School: Be informed of college entrance requirements.

Organizational Responsibilities

In order to protect the education, health and well-being of the whole child, the membership of the PTA has the responsibility to:

• Ensure access to an equitable and quality education for all children equally;
• Advocate that all children have the support necessary in the home, school and in the community;
• Seek information on policies, curriculum and laws that affect all children and youth;
• Share accurate information about the school—(e.g., its goals, programs and policies)—with the membership and school community;
• Help and interact with students, teachers, administrators and community;
• Promote inclusiveness and sensitivity to language and cultural differences of the community;
• Ensure an active PTA;
• Work within the PTA, school, and community in a constructive and respectful manner of procedures and a diversity of opinion;
• Work in partnership with school professionals and parent advisory groups to determine appropriate levels of programs and services;
• Participate in decisions affecting policies, rules and regulations;
• Provide educational resources and increase opportunities for the development of parenting skills.

Organizational Rights

A PTA organization has the right to:

• Function as an independent, nonpartisan child advocacy group;
• Meet with appropriate school officials to discuss matters of mutual concern affecting all children and youth;
• Participate, within state law and school board policy, in the setting of the school goals and assist in the review of teaching materials and curriculum;
• Seek enactment and participate in decisions affecting policies, rules and regulations relating to all children and youth.

Adopted January 2013 – Revised November 2022 – Health & Community Concerns Commission

California State PTA believes in the importance of preventing and eliminating factors that may be detrimental to the health, safety and well-being of all children, youth and families.

Dating violence affects millions of young people in the U.S. each year.  Data from Center for Disease Control and Prevention’s Youth Risk Behavior Survey 2019 indicate that:

• Nearly 1 in 11 female and approximately 1 in 15 male high school students report having experienced physical dating violence in the last year.
• About 1 in 9 female and 1 in 36 male high school students report having experienced sexual dating violence in the last year.
• 26% of women and 15% of men who were victims of contact sexual violence, physical violence, and/or stalking by an intimate partner in their lifetime first experienced these or other forms of violence by that partner before age 18.
• The burden of dating violence is not shared equally across all groups—sexual minority groups are disproportionately affected by all forms of violence, and some racial/ethnic minority groups are disproportionately affected by many types of violence.
• Compared with other students, negative attitudes toward LGBTQIA+ persons may put these youth at increased risk for experiences with violence. According to data from the 2015 national Youth Risk Behavior Survey (YRBS), of surveyed LGB students, 23% of LGB students who had dated or went out with someone during the 12 months before the survey had experienced sexual dating violence in the prior year.

Violence in an adolescent relationship sets the stage for problems in future relationships, including intimate partner violence and sexual violence perpetration and/or victimization throughout life.  Unhealthy, abusive, or violent relationships can have severe consequences and short-and long-term negative effects on a developing youth. For example, according to the Centers for Disease Control, youth who are victims of dating violence are more likely to:

• Experience symptoms of depression and anxiety
• Engage in unhealthy behaviors, like using tobacco, drugs, and alcohol
• Exhibit antisocial behaviors, like lying, theft, bullying or hitting
• Think about suicide

Dating violence includes four types of behavior:

• Physical violence is when a person hurts or tries to hurt a partner by hitting, kicking, or using another type of physical force.
• Sexual violence is forcing or attempting to force a partner to take part in a sex act, sexual touching, or a non-physical sexual event (e.g., sexting) when the partner does not or cannot consent.
• Psychological aggression is the use of verbal and non-verbal communication with the intent to harm another person mentally or emotionally and/or exert control over another person.
• Stalking is a pattern of repeated, unwanted attention and contact by a partner that causes fear or concern for one’s own safety or the safety of someone close to the victim.

To protect children and youth from dating violence California State PTA supports state legislation that:

• Authorizes school districts to provide education programs and policies that promote healthy relationships and prevent dating violence to pupils through age-appropriate curricular, extracurricular, and school climate-improvement activities;
• Authorizes school districts to work in partnership with parents, caregivers, and youth, domestic violence, sexual assault, or other appropriate community-based organizations, as deemed appropriate by the school district, to provide these education programs;
• Authorizes school districts that choose to provide education programs that promote healthy relationships and prevent dating violence to use research-based materials that are appropriate for pupils of all races, genders, sexual orientations, gender identities, and ethnic and cultural backgrounds, and for pupils with disabilities;
• Authorizes training for all school staff, including any security guards or police personnel that work at the school, on dating abuse and sexual assault, as well as how to handle reports of dating abuse by students, enforcement of the school’s dating abuse policy, and enforcement of civil or criminal orders of protection;
• Requires the Superintendent of Public Instruction to provide information about model education programs that are designed to promote healthy relationships and prevent dating violence on the State Department of Education’s Internet Website, as specified.

Adopted March 1985 – Revised and deemed relevant May 2021– Education Commission

California State PTA believes in equal access to education that prepares students to meet the needs of a highly skilled, high technology workplace. A broad-based School-to-Career Technical Education program prepares all students for lifelong learning and successful transition to career and advanced education.

California State PTA believes students need academically rigorous instructional programs that will enable them to think critically, to formulate and solve problems, and to work collaboratively. Students need opportunities to apply their academic and technical skills to the world of work. School to career instruction should be integrated into the curriculum in the elementary grades to provide an awareness of the wide variety of careers available. Opportunities for career exploration should expand in the middle grades. In high school, students should have the opportunity to participate in a rigorous instructional program that forms a strong foundation for lifelong learning and advanced education, in addition to preparation for career success.

California State PTA further believes that School-to-Career Technical Education programs should be available to all students to enable them to fulfill their potential and to make informed career decisions. Therefore, such programs should:

• Be broad-based in structure, integrating academic and career coursework for lifelong learning;
• Promote mastery of both academic and career performance standards;
• Create a kindergarten-to-career sequence;
• Link industry needs with education;
• Provide teachers opportunities through professional development to collaborate with each other to develop powerful School-to-Career Technical Education teaching and learning skills;
• Offer career counseling and guidance in making informed educational and occupational choices to meet individual student needs;
• Establish a strong link to community colleges, technical schools and four-year colleges/universities via articulation agreements;
• Have equipment, facilities and supplies that are state-of-the-art;
• Meet health and safety standards;
• Integrate information on workplace health/safety and child labor laws into all work related programs;
• Establish strong partnerships with business and industry;
• Include measurement of a broad range of education goals related to student achievement and program effectiveness; and
• Include parents, educators, community and business in the development and implementation of the program.

Adopted May 1974 – Revised October 2012 – Revised May 2018 – Health and Communications Commission

California State PTA recognizes that the mass media exert a powerful influence on American life and make a major impact on the education of children and youth in our culture.

California State PTA accepts the definition of mass media as a diversified collection of media technologies that reach a large audience via mass communication. The technologies through which this communication takes place include a variety of outlets:

• Broadcast media transmit information electronically, via such media as film, radio, recorded music, or television;
• Digital media comprises both internet and mobile mass communication, including such services as email, social media sites, websites, and Internet-based radio and television, as well as other outlets with a presence on the web by such means as linking to or running TV ads online, or distributing Quick Response (QR) Codes in outdoor or print media to direct mobile users to a website;
• Outdoor media transmit information via such media as augmented reality (AR) advertising, billboards, blimps, flying billboards, or placards placed on kiosks, buses, buildings, shops, sports stadiums, subway cars, or trains;
• Print media transmit information via physical objects, such as books, comics, magazines, newspapers, or pamphlets; and
• Event organizing and public speaking can also be considered forms of mass media.

California State PTA recognizes that there are scientific studies, both in progress and completed, that examine the health risks associated with the use of mobile devices, computers, tablets, watches, and other devices. These studies include behavioral (social-emotional and addictive) and physiological (radiation) risks related to the amount of use by various age groups. While consensus is not complete on the risk levels at different ages, avoiding/minimizing these health risks at pre-adult ages is a prudent response endorsed by California State PTA. Recommended responses include:

• Daily time limits on the use of screen-based technologies;
• Storage of cellular, Wi-Fi, Bluetooth, and other devices at a distance from the users;
• Use of Earphones and stand-alone speakers; and
• Time and frequency limits on the use of addictive media.

California State PTA urges parents to understand the potential dangers of social media and to discuss the issues with their children. PTA encourages parents to:

• Guide their children in the choice of media products when selecting material for viewing, listening, reading, or entertainment;
• Teach their children how to evaluate what they see, read and hear;
• Teach their children that many people on social media are not who they say they are and that they should not interact with strangers online;
• Be aware there are federal, state and local laws prohibiting the sale and distribution of obscene and/or pornographic materials to minors, and to inform the proper authorities when it appears these laws are being violated;
• Be knowledgeable about the availability of, and have the skills to use, tools to restrict access to media they find inappropriate for their children;
• Monitor their children’s usage of social media, gaming sites, and access to inappropriate material on the internet;
• Discuss the dangers of revealing personal information on social media;
• Teach their children the risks of posting photographs online.  Among other risks, the data contained in photos can be used to locate the exact geographic location of where the photo was taken;
• Stay involved in order to help guide tweens and teens to remain safe and mentally healthy;

• Teach their children the permanence of social media postings.  Whatever is put out on the internet is there forever and can have consequences later in life;
• Write a list of rules about social media usage and discuss them with their children.  Include questions such as: Is the posting going to hurt someone’s feelings; Does it feel threatening in any way; and
• Have a conversation with their children about bullying, emphasizing the ‘rule’ of not joining friends who are gossiping about or teasing others online.

PTA respects the rights of adults to choose their own entertainment and educational fare. However, since young minds are easily influenced, PTA believes that producers of mass media have a responsibility to consider how media messages, images and experiences affect children and youth.

PTA encourages producers of mass media, cable providers, internet media providers, social media sites, and developers and advocates for technology tools to recognize their responsibility to provide parents with tools to control their children’s exposure to inappropriate material.

California State PTA believes parents, producers, and providers of mass media share a responsibility to provide positive experiences that enrich the lives of children and youth. PTA further believes that media literacy relating to mass media, should be included in K-12 curriculum and in PTA parent education programs.

Adopted April 2005 – Reviewed and deemed relevant May 2021 – Education Commission

California State PTA believes that California’s system of public higher education, including community colleges, the California State University, and the University of California, plays a critical role in the economic and cultural vitality of our state and nation. Investment in students’ postsecondary education enriches the lives of all Californians, and provides skilled workers to meet the needs of California’s global economy.

PTA strongly believes that every student who meets the established eligibility requirements must be allowed access to the appropriate level of California’s system of higher education; financial hardship should not prohibit eligible students from attending institutions of higher education and efforts should be made to provide financial assistance to students.

PTA supports increasing the number and amount of state and federal grants for students facing financial hardships, simplifying the application process for all forms of financial aid, improving the access to information on postsecondary financial aid, and expanding access to in-state tuition levels for California residents.

PTA further believes that schools and colleges should work together to facilitate articulation from secondary to higher education.

California State PTA recognizes that California’s institutions of higher education are vital to preparing qualified educators for California’s public schools. Californians must ensure that public schools of education have the resources to produce the teachers and administrators needed to staff pre-K through grade 12 public schools, and to prepare experts in the field of teaching and learning.

California State PTA supports adequate funding for California’s system of higher education to ensure that eligible students have access to a higher education and that California provides the qualified educators needed for our public schools.

Adopted March 1989 – Revised May 2016 – Revised November 2020 – Health & Community Concerns Commission

California State PTA believes children are the future and must be protected from harm. PTA further believes all children are entitled to live and grow in an atmosphere of love and respect, and no child should be subjected to physical, psychological, verbal or sexual abuse. PTA, as the state’s largest child advocacy organization, must assume a leadership role to achieve these goals.

According to Healthy Children.org, approximately 3 million cases of child abuse and neglect involving almost 5.5 million children are reported each year.  Most child abuse occurs within the family.  Risk factors include parental depression or other mental health issues, a parental history of childhood abuse, and domestic violence.   Child neglect and other forms of abuse are also more common in families living in poverty and among parents who are teenagers or who abuse drugs or alcohol. More children are abused by a caregiver or someone they know than abused outside of the home by a stranger.

Child neglect can include physical neglect (failing to provide food, clothing, shelter, or other physical necessities), emotional neglect (failing to provide love, comfort, or affection), or medical neglect (failing to provide needed medical care).  Psychological or emotional abuse results from all of the above, but also can be associated with verbal abuse, which can harm a child’s self-worth or emotional well-being.

A child who has been abused needs special support and treatment as early as possible.

Changes in a child that parents and caregivers should be aware of include:

• Fearful behavior (nightmares, depression, unusual fears)
• Abdominal pain, bed-wetting (especially if the child has already been toilet trained)
• Attempts to run away
• Extreme sexual behavior that seems inappropriate for the child’s age
• Sudden change in self-confidence
• Headaches or stomachaches with no medical cause
• Abnormal fears, increased nightmares
• School failure
• Extremely passive or aggressive behavior
• Desperately affectionate behavior or social withdrawal
• Big appetite and stealing food

California State PTA advocates:

• Public education about the unmet needs of and public responsibility to children and families;
• Public education about the prevalence, causes, methods of intervention and prevention of child abuse;
• Public education about programs and assistance available to victims and their families;
• Parenting skills workshops and classes for parents and teenagers;
• Public education for children on the identification of abuse and the survival skills they need to learn to be safe;
• Thorough implementation of state laws requiring school districts to provide training for school personnel (including classroom aides, yard duty personnel and custodians) in the identification, prevention, treatment and reporting of child abuse;
• School, law enforcement, courts and social service agencies working cooperatively and acting promptly in handling cases of suspected child abuse;
• Creating adequate laws to protect children from cyber bullying, intended online stalking and using any type of communication device to physically or mentally abuse another child or cause harm;
• Team-building workshops so active members in the community can get acquainted with each other;
• Adequate funding for treatment centers and temporary shelters;
• Adequate funding and staffing for child welfare services programs; and
• Anonymous telephone tip established and advertised for safe public reporting.

(Established 2005 – Reviewed August 2014)

Healthy Lifestyle Grants are available from California State PTA to develop, promote and implement programs, projects and activities which will improve the overall health of children and adults. Refer to the Insurance Guide for approved activities.

Application: An application form for the grant is available online. Applications must be received by October 15.

Eligibility: Applicant must be a unit, council or district PTA in good standing.

Selection: Recipients are selected by the California State PTA Scholarships and Grants Committee. A check for the grant is sent to each unit, council and district PTA recipient.