SSB 6118
In CommitteeSenate
Cardiac emerg. plans/schools
Concerning 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 Washington school districts to create and maintain detailed plans to respond to cardiac arrests on school property—including during sports events—by establishing response teams, placing AEDs, and training staff. It also mandates coordination with local emergency services to ensure seamless emergency response.
- 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 response team made up of staff like coaches, nurses, and administrators, and must outline how to activate the team during a cardiac arrest.
- AEDs must be placed on campus—including at athletic facilities—with the goal of reaching a person in under three minutes, and must be stored in locked, accessible locations with clear signage.
- Plans must include annual training in CPR, first aid, and AED use, following guidelines from the American Heart Association or similar evidence-based groups.
- Plans must be reviewed and updated annually, and rehearsed at least once per year by responsible staff.
- Schools must coordinate plans with local emergency services, and notify them of AED types and locations, including for cardiac events that occur off-campus during school events.
Who is affected
- Students and school athletes — Students, coaches, and staff who participate in or attend school sports and activities are better protected during cardiac emergencies due to structured response plans and accessible equipment.
- School staff and volunteers — School staff—including coaches, nurses, and administrators—must be trained and designated to respond to cardiac emergencies, with defined roles and regular practice.
- Local emergency service providers — Local emergency services (e.g., fire, paramedics) must coordinate with schools to ensure seamless integration of school-based plans into broader community emergency response systems.
- School districts and local governments — School districts must allocate resources to develop, maintain, and train for cardiac emergency response plans, including purchasing and maintaining defibrillators.
Pro/Con Analysis
Stronger case for benefits
Potential Benefits (5)
The requirement to place AEDs within 3-minute reach of any cardiac arrest on campus—especially at athletic venues—dramatically increases survival odds for students, staff, and spectators experiencing sudden cardiac arrest, directly improving public safety outcomes.
Public SafetyPeopleRef: Sec. 1(1), (3)(b)(iii), (6)Standardized, rehearsed response protocols—including off-campus coverage for school events—reduce chaos and delay during emergencies, increasing the likelihood of timely intervention and survival, especially for student athletes at highest risk.
Public SafetyPeopleRef: Sec. 1(3)(b)(ii), (vi), (viii)Annual, evidence-based training in CPR and AED use empowers school staff—including non-medical personnel—to act effectively in life-threatening emergencies, expanding community capacity to respond and fostering broader public health literacy.
EducationPeopleRef: Sec. 1(3)(b)(v), (5)Mandating coordination with local emergency services ensures school-based plans are integrated into broader community response systems, improving continuity of care and reducing gaps between school and professional medical response.
Public SafetyPeopleRef: Sec. 1(2), (3)(b)(vii)Mandatory AED maintenance schedules and manufacturer-compliant testing improve device reliability and reduce failure risk during emergencies—directly supporting the bill’s life-saving intent.
Public SafetyPeopleRef: Sec. 1(3)(b)(iv), (7)
Potential Concerns (5)
The bill imposes new recurring costs on school districts—including purchasing, maintaining, and replacing AEDs; training staff in CPR/AED/first aid; and annual plan rehearsals—without specifying state funding to offset these expenses, potentially diverting funds from other academic or support services.
FinancialPeopleRef: Sec. 1(3)(a), (3)(b)(v), (5), (6)School districts must allocate staff time and administrative resources to develop, maintain, rehearse, and update plans annually—including designating response teams and coordinating with emergency services—which may strain already limited personnel capacity, especially in rural or under-resourced districts.
Local GovernmentPeopleRef: Sec. 1(3)(b)(iii), (6)School staff (e.g., coaches, nurses, administrators) designated as part of the response team may face increased liability exposure and emotional stress during high-stakes emergencies, and lack clear legal protections or mental health support tied to this added responsibility.
Business & EmploymentLean peopleRef: Sec. 1(3)(b)(vi), (7)Mandatory training requirements may displace instructional time or professional development opportunities, especially if training is scheduled during school hours or requires staff to attend outside of contract hours—potentially burdening already overextended educators.
EducationPeopleRef: Sec. 1(3)(b)(v), (5)Coordination with local emergency services may create administrative friction—especially in rural counties where fire/EMS resources are thin—potentially delaying response times if communication protocols are not fully harmonized.
Local GovernmentLean peopleRef: Sec. 1(3)(b)(vii), (viii)
Who Is Most Affected
Students and athletes benefit significantly from faster, more effective emergency response—especially those with underlying cardiac conditions. Survival rates improve with immediate AED use, and structured plans reduce panic and delay.
Staff who serve on response teams gain life-saving skills and confidence, but also assume added responsibility and potential liability without guaranteed legal immunity or mental health support. Training may be time-intensive and disruptive to regular duties.
Local emergency services benefit from better-integrated response protocols and advance knowledge of AED locations, but may face increased demand for follow-up care or investigations if school teams mismanage cases. Coordination burden varies by jurisdiction resources.
School districts face new fiscal and administrative burdens—especially districts already strained by budget shortfalls or staffing shortages. Smaller or rural districts may struggle most with implementation due to limited personnel and capital.
Families of students—particularly those with known cardiac conditions—gain peace of mind and confidence in school preparedness. However, low-income families may worry about cost-driven resource disparities across districts.