Rhode Island Senate Bill S0392

Rhode Island 2025 Regular Session

• Introduced: 2/26/25
• Refer: 2/26/25

Caption

Requires that one third of all Rhode Island teachers, each year for the next 3 years, be trained in the basic emergency and response skills curriculum ("BEARS"), specifically in hand-only cardiopulmonary resuscitation/Heimlich maneuver/bleeding control.

Impact

This legislation is expected to significantly improve school safety outcomes by ensuring that a majority of educators are prepared to respond effectively in emergencies. The training requirements are phased in over three years, allowing districts ample time to comply while providing flexibility in implementation. It aligns with the evolving needs for safety training in educational environments, especially in light of recent health crises.

Summary

Senate Bill S0392 aims to enhance the health and safety of students in Rhode Island by mandating that a significant portion of teachers across the state undergo training in basic emergency response skills. Specifically, the bill requires that one third (⅓) of all teachers in each district complete the Basic Emergency and Response Skills (BEARS) training annually until a target of eighty percent (80%) trained teachers is achieved within three years. The BEARS curriculum includes essential skills such as hands-only cardiopulmonary resuscitation (CPR), the Heimlich maneuver, and bleeding control. Notably, starting in the 2025-2026 school year, the training will also encompass safety protocols related to SARS-COV-2.

Contention

While the bill is supported for its focus on enhancing safety protocols in schools, there may be concerns regarding the implementation logistics across various districts. The requirement for districts to autonomously integrate this training could lead to inconsistencies in how effectively teachers are trained. Additionally, the financial implications of providing this training and how it fits into the broader budget of school districts might also come under scrutiny, raising questions about the adequacy of resources allocated for educator training programs.