Kentucky Senate Bill SB19

Kentucky 2025 Regular Session

• Introduced: 1/7/25
• Refer: 1/7/25
• Refer: 1/9/25
• Report Pass: 2/20/25
• Engrossed: 2/26/25
• Refer: 2/26/25
• Refer: 3/5/25
• Report Pass: 3/6/25
• Report Pass: 3/13/25
• Refer: 3/13/25
• Enrolled: 3/14/25
• Vetoed: 3/26/25
• Refer: 3/27/25
• Override: 3/27/25
• Enrolled: 3/27/25
• Chaptered: 3/27/25
• Passed: 3/27/25

Caption

AN ACT relating to permitted uses of time during the school day.

Impact

The passage of SB19 is expected to influence state laws governing public education in Kentucky significantly. By allowing schools to incorporate moral instruction to be attended outside of school property and granting students non-instructional time during school hours, it reiterates the local board’s authority over curricula related to moral lessons. The implications could lead to a re-evaluation of public education's approach to religion and patriotism, perhaps inspiring other states to consider similar measures regarding moral education.

Summary

SB19 is an act that amends Kentucky's education statutes to permit and regulate the use of time during the school day for moral instruction and the recitation of the traditional Lord's Prayer and the Pledge of Allegiance. The bill allows local school boards to establish policies for voluntary student participation in these activities, asserting that such recitations affirm both the historical and religious freedoms foundational to American society. The advancements from this bill aim to enhance students' awareness of historical documents and patriotic symbols, viewing these as essential elements of school instruction.

Sentiment

Sentiment surrounding SB19 appears to be mixed. Proponents of the bill argue that it is a necessary affirmation of students’ rights to engage in religious practices and learn about their nation's heritage. They view the bill as a means to promote religious freedom within the educational system. Conversely, critics express concern regarding the separation of religion and state, fearing that this may lead to an environment in schools with perceived or actual religious favoritism, which poses risks to inclusivity and respect for diverse beliefs.

Contention

Contention primarily revolves around the implications of permitting moral instruction in public schools. Concerns have been raised about potential coercion in a school environment and whether school officials might influence students' choices in participating in moral courses. The requirement for parental consent further complicates its implementation as it introduces questions about parental authority versus educational independence, particularly regarding matters of personal belief. This tension highlights the ongoing debate over the most appropriate role of religious education in public schools.