summary
Introduced
02/04/2025
02/04/2025
In Committee
03/07/2025
03/07/2025
Crossed Over
02/27/2025
02/27/2025
Passed
Dead
03/22/2025
03/22/2025
Introduced Session
Potential new amendment
2025 Regular Session
Bill Summary
AN ACT RELATING TO PUBLIC SCHOOLS; ADDRESSING ALLOWABLE RESPONSES TO STUDENT BEHAVIOR; LIMITING THE USE OF PHYSICAL RESTRAINT; PROHIBITING OTHER TYPES OF RESTRAINT AND SECLUSION; REQUIRING TRAINING; REQUIRING DOCUMENTATION OF BEHAVIORS AND TECHNIQUES.
AI Summary
This bill addresses allowable responses to student behavior in public schools by comprehensively revising regulations around physical restraint, defining key terms, and establishing strict protocols for its use. The bill prohibits several types of student restraint, including chemical restraint, mechanical restraint, prone restraint, and seclusion, while permitting physical restraint only under specific, limited circumstances: when a student presents an imminent danger of serious physical harm, less restrictive interventions are insufficient, or a student is eloping. The legislation mandates that schools develop safety plans with detailed training requirements, ensuring that only trained personnel can use physical restraint, and only as a last resort. Schools must provide immediate notification to parents when restraint occurs, document the incident thoroughly, and conduct reviews if multiple restraint incidents happen. The bill requires biannual training for school employees in de-escalation techniques, positive behavior interventions, and proper restraint methods, with an emphasis on protecting student safety and dignity. Additionally, the legislation specifies that time-out should not be used as punishment and that schools must have strategies for reintegrating students after a restraint incident. The overall goal is to minimize the use of physical interventions while ensuring the safety of students and staff.
Committee Categories
Education
Sponsors (4)
Last Action
SEC: Reported by committee with Do Pass recommendation (on 03/07/2025)
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