WHEREAS, The Native American Student Support & Success Program (NASSSP), established through AB 1623 (2022, Ramos) and codified in Education Code §79520, exists to support the academic and cultural needs of Native American and Indigenous students; yet services and environments vary by campus and often exclude Traditional Healers, Indigenous Wellness Practitioners, and sacred or culturally safe spaces, despite research showing that culturally grounded wellness and respectful academic environments are essential for equity in student persistence, mental health, and academic success [1][7];

WHEREAS, The California Community College system has expanded to include three primary categories of dually enrolled students, specifically high school students, adults seeking their GED, and incarcerated students, [1][5] and since California Community Colleges offer 97% of dual enrollment statewide at little or no cost to students, participation has continued to grow, [3] with nearly 165,000 high school students in the graduating class of 2025 alone enrolled in dual enrollment programs in California [2];

WHEREAS, In a 2024 Disabled Student Programs and Services report, [1] 62,681 or approximately 36% of students suffer from a mental disability with 2,381 students of whom have suffered from acquired brain injuries which could result in a permanent disability or disabilities;

WHEREAS, Approximately 46% of California community college students are experiencing prolonged food insecurity [1];  

WHEREAS, Their capacity to learn is limited by hunger where they are unable to focus and attend class, potentially inhibiting their potential for success in transferring or graduating [2];  

WHEREAS, Some students experiencing food insecurity feel inhibited by stigma or shame in applying for food assistance programs such as CalFresh that would help meet their nutrition needs [3]; and

WHEREAS, Students across the California Community Colleges rely on critical digital systems including registration platforms, financial aid portals, degree audits, and student records for time-sensitive academic actions that directly affect enrollment, persistence, and transfer outcomes; and studies conducted for the California Community Colleges Chancellor’s Office confirm that digital platforms are now a dominant mode through which students access institutional services and coursework [1]; 

WHEREAS, California Code of Regulations, Title 5, section 55500(a)[1] recognizes student success in the California Community Colleges as a shared responsibility of both the institution and the student, supported by well-coordinated, evidence-based student and instructional services designed to foster academic success;

WHEREAS, Approximately there are 2,677,000 students in higher education in California, and some reports show that roughly 70,000-100,000 of them are undocumented students with some statistics pinning down the number to 102,938 in reports from June 2025 [1]; however, only 38,595 of these students are eligible for DACA while the remaining 64,343 face financial barriers to pursue their education;

WHEREAS, Approximately 82,000 or 4% of the California Community College student population is reported to have a disability, with the total population of students with disabilities nearly increasing by 9% around the 2022-2023 academic year[1];

WHEREAS, California community colleges enroll approximately 2,100,000 students statewide[1], while documented counselor to student ratios range from 1:800 to approximately 1:1,800 [2], depending on district staffing levels and fiscal constraints, resulting in limited appointment access for educational planning, transfer preparation, and long-term student guidance;

WHEREAS, Many California Community College (CCC) campuses and districts mainly focus on increasing the statistics of students who complete their associate's degree and transfer to a 4-year university within a 2-year timeframe [1] and minimize their priority on other student educational goals such as completing certificates, discovering a major, continuing education, or going to college for personal development;