SHB 1121
SignedHouse
Work restrictions/age 16, 17
Concerning restrictions on the working conditions and hours of sixteen- and seventeen-year olds.
How does a bill become law?
- Introduced: The bill is filed and assigned a number.
- Committee: A subject-matter committee holds hearings, takes public testimony, and decides whether to advance the bill.
- Floor Vote: The full chamber (House or Senate) debates and votes on the bill.
- Opposite Chamber: The bill repeats the committee and floor vote process in the other chamber.
- Governor: The Governor reviews the bill and decides whether to sign or veto it.
- Signed: The bill has been signed into law.
AI Analysis
This bill requires Washington’s Department of Labor & Industries to update child labor rules so that 16- and 17-year-olds in career and technical education programs can work the same number of hours during school weeks as students in college programs like Running Start—addressing an equity gap that previously limited CTE students. It also clarifies that approved employers of CTE students can host them for extended hours during the school year.
- Directs the Department of Labor & Industries to revise child labor rules so that 16- and 17-year-olds enrolled in either a bona fide college program (like Running Start) or a career and technical education (CTE) program can work the same number of hours during school weeks as during breaks.
- Expands the current rule—previously only available to college program students—to also include CTE students, provided their work is at an employer approved by the CTE program.
- Defines 'career and technical education program' broadly to include work-based learning programs approved by the Office of the Superintendent of Public Instruction or the student’s school district, such as 'core plus' programs.
- Allows CTE students to work more than four hours per day during school days if their program includes work-based learning during the school day (e.g., morning classes and afternoon work shifts).
Who is affected
- Career and technical education students aged 16–17 — Students in career and technical education programs (e.g., 'core plus' programs) who participate in work-based learning at approved employers during the school day will now be allowed to work more hours during school weeks, matching the hours allowed during breaks.
- Running Start or other college program students aged 16–17 — Students in college-level programs like Running Start already had this flexibility; they continue to be able to work full-time hours during school weeks, and this bill ensures parity with CTE students.
- Approved employers of CTE students — Employers who partner with career and technical education programs (e.g., through work-based learning agreements) may now host these students for longer shifts during the school year.
- Washington State Department of Labor & Industries — The agency responsible for enforcing child labor laws will need to revise its rules to reflect the new equity requirement for CTE students.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (3)
CTE students aged 16–17 in work-based learning programs (e.g., core plus) gain greater access to extended hours at approved employers, enabling deeper skill development, higher earnings, and stronger pathways to high-demand careers—particularly in trades, healthcare, and tech sectors where early work experience is a key differentiator. This directly benefits students from working-class and underrepresented backgrounds who rely on early income and experience to offset college costs or launch careers.
Business & EmploymentPeopleRef: Sec. 2(1)(b); Sec. 1(2)The bill closes an equity gap by extending the same work-hour flexibility already granted to Running Start students to CTE students, recognizing that career-focused students also benefit from integrated work experience. This aligns with state goals to increase CTE enrollment and completion—especially for students who may not pursue traditional college paths—and supports OSPI’s “core plus” model, which has shown positive outcomes in student retention and job placement.
EducationPeopleRef: Sec. 1(2); Sec. 2(1)(b)Approved employers of CTE students—often small- and mid-sized local businesses, manufacturers, and service providers—gain access to more flexible, trained youth labor during the school year, supporting workforce development pipelines without requiring summer-only hiring cycles. This is especially valuable in sectors facing labor shortages (e.g., skilled trades, hospitality), and the bill’s broad definition of “approved employer” helps include diverse small businesses.
Business & EmploymentPeopleRef: Sec. 2(2); Sec. 1(2)
Potential Concerns (3)
Allowing 16- and 17-year-olds in CTE programs to work more than four hours per day during school days—especially in work-based learning arrangements where the work occurs *during* the school day—may increase fatigue and reduce alertness, potentially raising risks in high-risk sectors (e.g., construction, manufacturing, food service) where CTE students often train. While the bill limits this to *approved* employers, it does not require additional safety oversight or fatigue risk assessments beyond existing employer approval, and the Department of Labor & Industries’ minimal fiscal impact estimate suggests no new monitoring capacity is planned.
Public SafetyPeopleRef: Sec. 2(1)(b)While intended to support career readiness, extending work hours during the school day could displace academic learning time or increase student stress if students juggle full-time school, work-based learning, and extracurriculars—particularly for students without strong academic support systems. The bill does not include safeguards to ensure work hours do not interfere with academic performance or graduation requirements.
EducationLean peopleRef: Sec. 2(1)(b)The Department of Labor & Industries estimates minimal administrative costs to revise rules, but local school districts and CTE program coordinators may face added burdens in verifying employer approval status, coordinating schedules, and ensuring compliance—especially in smaller or under-resourced districts without dedicated compliance staff.
Local GovernmentRef: Fiscal Impact
Who Is Most Affected
CTE students aged 16–17—particularly those in low-income, first-generation, or underrepresented groups—gain greater access to paid work experience during the school year, supporting early career development and financial independence. However, those in high-risk sectors (e.g., construction, food service) may face increased fatigue-related safety risks if hours expand without fatigue management protocols.
Running Start students continue to enjoy the same work-hour flexibility as before; the bill ensures parity with CTE students but does not change their existing rights. Since Running Start students are typically higher-achieving and more college-bound, the marginal benefit is modest—though the symbolic equity gain reinforces their status as legitimate learners.
Approved employers—especially small- and mid-sized local businesses in trades, healthcare, and hospitality—gain more reliable access to trained youth labor during the school year, supporting workforce development and reducing summer-only hiring bottlenecks. However, they must ensure compliance with program approval standards and may face increased liability if work schedules contribute to student fatigue or injury.
The Department of Labor & Industries incurs minimal rulemaking costs, but local school districts and CTE coordinators may need to allocate staff time to verify employer eligibility, track student work schedules, and ensure compliance—potentially straining already tight resources in underfunded districts.
Families of CTE students may benefit from increased household income and earlier career exposure for teens, but may also face added logistical burdens (e.g., transportation to work sites during school hours) and concerns about academic impact or student fatigue.