Tennessee House Bill HB0158

Tennessee 2023-2024 Regular Session

• Introduced: 1/11/23
• Refer: 1/20/23
• Refer: 3/21/23
• Refer: 4/5/23
• Refer: 4/18/23
• Chaptered: 5/24/23
• Passed: 5/24/23

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, relative to implicit bias training.

Impact

If enacted, this bill would directly impact employment practices and educational requirements for both K-12 and higher education institutions in Tennessee. By legally defining implicit bias training and preventing its enforced implementation, the bill seeks to ease administrator and educator concerns regarding mandatory training programs perceived as intrusive or unnecessary. This shift could signal a broader policy direction in the state regarding educational and training requirements, particularly in relation to diversity and inclusion practices.

Summary

House Bill 158 aims to amend the Tennessee Code Annotated by prohibiting local education agencies (LEAs) and public charter schools from requiring educators and employees to participate in implicit bias training. The bill explicitly states that adverse employment actions cannot be taken against individuals who refuse to participate in such training. Additionally, it extends similar prohibitions to public institutions of higher education, ensuring that participation in implicit bias training cannot be a condition for faculty employment or for educator licensure.

Sentiment

The sentiment surrounding HB 158 varies significantly. Supporters view the bill as a necessary measure to protect individual rights and reduce government overreach in educational environments. They argue that mandatory training can infringe on personal beliefs and professional autonomy. Conversely, critics see the bill as a step backward for equity in education, potentially diminishing efforts aimed at addressing biases that affect educators' interactions with students and their communities.

Contention

Notable points of contention arise primarily around the effectiveness and necessity of implicit bias training. Supporters of the bill raise concerns about the potential stigma and repercussions of being required to partake in training that they argue may not be universally beneficial or relevant to all educators. They emphasize individual choice and the significance of voluntary professional development. Opponents, however, argue that without such training, educators may lack the awareness needed to handle diverse classroom dynamics appropriately, potentially leading to a failure to address systemic biases in the education system.