Tennessee Senate Bill SB1867

Tennessee 2023-2024 Regular Session

• Introduced: 1/23/24
• Engrossed: 4/15/24
• Enrolled: 4/25/24
• Passed: 5/9/24
• Chaptered: 5/13/24

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, relative to therapy dogs in schools.

Impact

If enacted, SB1867 will amend Tennessee Code Annotated to create this pilot program. The Department of Education will be responsible for selecting participating schools, with the requirement that these institutions must voluntarily agree to take part in the program. Schools involved will receive therapy dogs and will be required to gather and report data on the outcomes arising from integrating these animals into their educational environments. A report summarizing the results and an assessment of the pilot program will be submitted to the General Assembly by July 1, 2025, which may inform future legislative decisions regarding the continuation of such initiatives.

Summary

Senate Bill 1867, known as the Beyond Ordinary Learning Opportunities (BOLO) Act, seeks to enhance student well-being in schools by introducing therapy dogs into educational settings. The legislation aims to establish a one-year pilot program that will place therapy dogs in five public schools across Tennessee during the 2024-2025 academic year. The initiative is based on research that suggests therapy dogs can positively influence students by mitigating issues related to anxiety, bullying, and other emotional challenges that hinder learning and overall well-being. The bill is designed to provide supportive interventions for school children and to promote a nurturing educational environment.

Sentiment

The overall sentiment surrounding SB1867, as evidenced by the overwhelming support during voting—where the bill passed with 95 yeas to 1 nay—indicates a positive reception among legislators. Many view the introduction of therapy dogs as a beneficial, innovative strategy to tackle the emotional struggles faced by students in schools. However, while there is an apparent consensus about the need for support systems for children, there may also be underlying concerns regarding the program's implementation, including funding and the selection criteria for therapy dogs and schools.

Contention

Notable points of contention could arise regarding the selection of participating schools and the operational dynamics involved in incorporating therapy dogs into the classroom environment. Critics may voice concerns about whether therapy dogs are adequately trained and whether such animal-assisted interventions are appropriate for all educational contexts. Additionally, some may question the long-term sustainability of the program, particularly in terms of funding and resource allocation after the pilot program concludes. These discussions will likely shape the forthcoming deliberations as the bill is fully implemented.