Connecticut House Bill HB06024

Connecticut 2023 Regular Session

• Introduced: 1/18/23
• Refer: 1/18/23

Caption

An Act Concerning The Provision Of Fire Drills And Crisis Response Drills During The School Year.

Impact

If enacted, HB 6024 would amend section 10-231 of the general statutes governing school safety procedures. The bill seeks to ensure that safety drills are conducted in a manner that is appropriate for the age of the students, thereby fostering a better understanding of the reasons behind these drills. This can have a significant impact on the overall emergency preparedness of schools and can contribute to a safer learning environment. By involving local law enforcement in the development of crisis response drills, the bill also aims to align educational institutions with best practices in emergency management.

Summary

House Bill 6024 aims to enhance the safety protocols within schools by mandating local or regional boards of education to conduct fire drills and crisis response drills during the school year. The bill specifies that a fire drill must occur within thirty days after the first school day and at least one additional fire drill before March 1st. Furthermore, it requires schools to perform at least one, but no more than two, crisis response drills annually, which are to be developed in cooperation with local law enforcement agencies. This initiative is rooted in the need to improve preparedness among students and staff in emergency situations.

Contention

Discussion around HB 6024 may center on the balance between student safety and the need to avoid causing undue anxiety among students regarding emergencies. Some educators and parents may express concerns about the frequency and nature of crisis drills, emphasizing the importance of conducting them sensitively to avoid traumatizing students, especially in the wake of tragic events related to school safety. Additionally, the involvement of local law enforcement could raise questions about the appropriateness of their role in school settings and the potential implications for students' perceptions of safety and authority.