HB 2549
In CommitteeHouse
Cardiac emerg. plans/schools
Requiring 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 every Washington school district to develop and implement a cardiac emergency response plan for each school and athletic facility, starting in the 2026-27 school year, to improve readiness for sudden cardiac arrest. The plans must include trained staff, designated AED locations, regular drills, and coordination with local emergency services.
- Starting in the 2026-27 school year, every school district must create a cardiac emergency response plan for each school and athletic facility on campus.
- Plans must include a designated cardiac emergency response team made up of school staff—including coaches, nurses, athletic trainers, teachers, counselors, and administrators.
- Plans must specify where automated external defibrillators (AEDs) will be placed, aiming to get an AED to a person in cardiac arrest within three minutes, and ensure AEDs are signposted, unlocked, and easily accessible.
- Plans must include annual training in CPR, first aid, and AED use for response team members, following guidelines from the American Heart Association or similar evidence-based organizations.
- Plans must include annual drills to rehearse the response protocol and procedures for handling cardiac arrests both on- and off-campus during school-sponsored events.
- Plans must be reviewed and updated at least annually, and AEDs must be maintained per manufacturer guidelines, with local emergency services notified of AED type and location.
Who is affected
- Students and school community members — Students, staff, and visitors who may be present during athletic events or practices and could experience cardiac arrest on school property.
- School districts and school staff — Must develop, implement, and maintain plans; train staff; install and maintain AEDs; coordinate with local emergency services.
- Local emergency service providers (e.g., fire, EMS) — Required to collaborate with schools to integrate school plans into local emergency response systems and provide guidance on protocols.
- School employees involved in emergency response — Coaches, nurses, trainers, teachers, counselors, and administrators who may be part of the cardiac emergency response team and must be trained in CPR, AED use, and first aid.
Pro/Con Analysis
Potential Benefits (2)
By requiring timely AED access (within 3 minutes), trained response teams, and integration with local EMS, the bill significantly increases the likelihood of survival and better outcomes for individuals experiencing sudden cardiac arrest on school property—where survival rates drop by ~7–10% per minute without defibrillation.
Public SafetyPeopleRef: Sec. 1, 3(1), 3(2), 3(3)(ii), 3(3)(iii)Annual drills and standardized training for diverse staff—including non-medical personnel—build community-wide emergency capacity, reducing reliance on external first responders and enabling faster initial intervention during cardiac events both on- and off-campus during school events.
Public SafetyPeopleRef: Sec. 3(3)(v), (vi), (viii); Sec. 3(5), (6)
Potential Concerns (3)
School districts must allocate staff time and resources to develop, implement, train for, and annually update cardiac emergency response plans—including training in CPR/AED and conducting drills—which may strain already tight budgets and divert personnel from other academic or support functions.
Local GovernmentPeopleRef: Sec. 3(3)(ii), (v), (vi), (viii); Sec. 3(5), (6), (7)School districts must purchase, install, maintain, and signpost AEDs, which carry upfront costs (typically $1,500–$3,000 per unit) plus ongoing expenses for maintenance, electrode pads, and battery replacements—costs that fall disproportionately on districts with limited capital funding, especially in lower-wealth jurisdictions.
Local GovernmentPeopleRef: Sec. 3(3)(iii), (vii), (viii); Sec. 3(6), (7)Staff who serve on the cardiac emergency response team (e.g., coaches, nurses, teachers) must undergo annual training in CPR, AED, and first aid—potentially requiring paid release time, which increases labor costs for districts and may reduce instructional or support time if not scheduled efficiently.
Business & EmploymentPeopleRef: Sec. 3(3)(a), (b)(v), (vi); Sec. 3(5), (6)
Who Is Most Affected
Students, staff, and visitors present during athletic events or practices gain direct public safety benefits: if someone suffers cardiac arrest, trained responders and accessible AEDs can dramatically increase survival chances. This benefit is broadly shared across all school communities, regardless of socioeconomic status.
School districts face new fiscal and operational burdens—AED procurement/maintenance, staff training, and plan development—though these are offset by improved community safety and potential liability reduction. Smaller or underfunded districts may struggle most with implementation costs.
Local emergency services benefit from pre-integrated school plans, reducing duplication of effort and improving coordination during school-based emergencies. However, they may face increased demand for consultation and joint training, especially in rural areas with limited EMS resources.
School employees on the response team (e.g., coaches, nurses) gain life-saving skills and confidence, but may experience added stress or liability concerns if they attempt resuscitation. Training may also enhance their professional development, though it is not compensated beyond regular duties.