HB 1863
In CommitteeHouse
Schools/cardiac emergencies
Promoting cardiac emergency response plans in schools.
This status may be delayed. See Action History below for the latest updates.
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 all Washington public school districts to create and annually update cardiac emergency response plans to prepare for cardiac arrests on school property—including at athletic events—and to ensure staff are trained and AEDs are properly placed and maintained. It also creates a state grant program to support implementation and requires coaches to obtain CPR/AED certification beginning in 2026–27.
- Starting in the 2025–26 school year, every public school district must create a cardiac emergency response plan for cardiac arrest events on school property—including at athletic events and practices.
- Plans must include a designated cardiac emergency response team, clear procedures for activating the team, and locations for automated external defibrillators (AEDs) that allow access within three minutes of an event being reported.
- Plans must include annual training in cardiopulmonary resuscitation (CPR), first aid, and AED use for staff, plus annual drills, all aligned with guidelines from the American Heart Association or other national science organizations.
- The Office of the Superintendent of Public Instruction must establish a grant program to support plan development, staff training, and AED purchases/maintenance, with priority for schools serving high numbers of low-income students.
- Starting in the 2026–27 school year, all athletic coaches (including those for activities governed by the Washington Interscholastic Activities Association) must obtain and maintain certification in CPR, first aid, and AED use.
Who is affected
- Public school districts and their staff — School districts must develop and implement detailed cardiac emergency plans, coordinate with local emergency services, and ensure staff training and equipment maintenance.
- School staff and athletic coaches — Coaches, athletic trainers, nurses, teachers, counselors, and administrators must be trained and serve on response teams; coaches must also obtain specific certifications starting in 2026–27.
- Students and participants in school activities — Students and event attendees benefit from faster, more effective emergency response during cardiac events on campus or at school-sponsored events.
- High-poverty schools and districts — Schools serving high percentages of low-income students receive priority for state grant funding to support plan development and equipment.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (4)
Mandating standardized, evidence-based cardiac emergency response plans—including team activation, coordination with local EMS, and off-campus incident protocols—significantly improves the likelihood of rapid, coordinated response during cardiac arrests, directly increasing survival chances for students, staff, and event attendees.
Public SafetyPeopleRef: Sec. 1(1), (3)(ii), (vii), (viii); Sec. 2(1)The state grant program with priority for high-poverty schools (≥50% FRPM) ensures that districts most likely to lack resources for AEDs and training receive targeted support, reducing equity gaps in life-saving preparedness.
EducationPeopleRef: Sec. 2(1); Sec. 1(3)(v), (vi)Mandating CPR/AED/first aid certification for all coaches beginning in 2026–27 ensures that those most likely to witness cardiac events during athletic activities are trained and credentialed, directly improving on-site emergency response capacity.
EducationPeopleRef: Sec. 4Requiring AEDs to be placed where they can be accessed within three minutes—and allowing private donations for AEDs—increases equipment availability and sustainability, especially when combined with state grants for low-income schools.
Public SafetyPeopleRef: Sec. 1(3)(iii), (vii); Sec. 2(2)
Potential Concerns (4)
School districts must allocate staff time and resources to develop, implement, and annually update cardiac emergency response plans—including coordination with local emergency services—which may strain already tight administrative and operational budgets, especially in districts without dedicated health/safety coordinators.
Local GovernmentPeopleRef: Sec. 2(1)Coaches and other staff must undergo annual CPR/AED/first aid training and drills, and coaches must obtain certification beginning in 2026–27, which may require unpaid time, substitute coverage, or reduced coaching stipends—particularly burdensome for volunteer or part-time coaches in rural or underfunded districts.
Business & EmploymentPeopleRef: Sec. 1(3)(v), (vi); Sec. 4While the bill aims to improve response times, the three-minute AED access goal may be unrealistic in large or geographically dispersed campuses (e.g., high schools with multiple buildings or outdoor fields), potentially creating false confidence without guaranteed outcomes—especially in districts lacking resources to meet the standard consistently.
Public SafetyLean peopleRef: Sec. 1(3)(iii), (vi), (vii); Sec. 2(1)The allowance for private donations to fund AEDs and training may exacerbate inequities if wealthier schools attract more donations, undermining the grant program’s equity intent—though the bill prioritizes high-poverty schools, it does not restrict or match private giving, risking a two-tiered system.
Business & EmploymentLean peopleRef: Sec. 2(2)
Who Is Most Affected
Students and participants in school activities benefit strongly: they gain significantly improved odds of survival during cardiac events on campus or at school events due to faster, standardized response.
High-poverty schools benefit from priority grant access, helping close resource gaps in AEDs and training—though they may still face challenges in sustaining compliance without additional ongoing funding.
Coaches face new certification and training requirements, which may strain time and stipends—but they gain valuable life-saving skills and legal protection through standardized protocols.
School staff (nurses, teachers, administrators) gain expanded roles in emergency response and training, but may face added workload and liability concerns—especially if training is not fully compensated or supported.
Local emergency services benefit from better-integrated plans and advance coordination with schools, improving regional response efficiency—but may face increased demand for consultation and joint drills.