Tennessee House Bill HB0368

Tennessee 2023-2024 Regular Session

• Introduced: 1/20/23
• Refer: 2/1/23
• Failed: 3/19/24

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, relative to discipline of students in pre-kindergarten through grade two (pre-K-2).

Impact

The bill's provisions mean that schools will have to modify their disciplinary approaches, focusing on interventions that support the emotional and behavioral well-being of young students rather than resorting to suspensions or expulsions. If a student’s behavior does endanger others, they may still be suspended, but the law mandates that steps must be taken to address the underlying issues causing the behavior before such measures are implemented. This approach aligns with current educational trends that emphasize restorative practices and intervention.

Summary

House Bill 368 aims to reform the discipline policies for students in pre-kindergarten through grade two in Tennessee schools. Specifically, it prohibits local education agencies (LEAs) from suspending or expelling students in these grades unless their behavior poses a threat to the physical safety of others. This legislative change reflects a growing awareness of the need for more supportive discipline measures for young children in educational settings, which often require different considerations than those applied to older students.

Sentiment

The sentiment surrounding HB 368 has been largely positive among educators and child psychologists, who advocate for approaches that prioritize understanding and addressing student behavior rather than punitive measures. Supporters argue that such changes will create a more nurturing school environment that acknowledges the complexities of childhood behavior. However, there may still be concern among some groups regarding how to handle extreme behavioral issues without resorting to traditional punitive measures.

Contention

Notable points of contention may arise around the implementation of these provisions. Critics might question the feasibility of consistently applying these measures across different LEAs, particularly given varying resources and support systems available in different districts. Additionally, there could be concerns about the safety of both students and staff, should certain behaviors not be adequately addressed, leading to debates about balancing safety with a compassionate approach to discipline.