HB4862 104TH GENERAL ASSEMBLY

LRB104 17059 LNS 30474 b

104TH GENERAL ASSEMBLY
State of Illinois
2025 and 2026
HB4862

Introduced , by Rep. Janet Yang Rohr

SYNOPSIS AS INTRODUCED:

105 ILCS 5/2-3.214 new

Amends the School Code. Requires the State Board of Education to publish on its website links to resources, self-assessments, and best practices for educators and local policymakers to prevent and address secondary traumatic stress in the workforce. Provides that, by January 1, 2028, each school district must adopt policies and procedures that incorporate the following elements: (1) a commitment to support mental health in the workplace; (2) the establishment of a district-wide workforce mental health committee; (3) regular assessment of district-level and school-level implementation of the policies and procedures that includes input from the workforce; and (4) the provision of appropriate resources and training to schools and staff for continuous improvement. Provides for amending and reviewing policies and procedures.

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY

A BILL FOR

AN ACT concerning education.

Be it enacted by the People of the State of Illinois, represented in the General Assembly:

Section 1. Findings and intent.

(a) The General Assembly finds and acknowledges that secondary traumatic stress, also called compassion fatigue, is a natural but disruptive set of symptoms that may result when one person learns firsthand of the traumatic experiences of another. Symptoms of secondary traumatic stress may include feelings of isolation, anxiety, dissociation, physical ailments, and sleep disturbances. In addition, those affected by secondary traumatic stress may experience changes in memory and perception, alterations in the person's sense of self-efficacy, a depletion of personal resources, and disruption in the person's perceptions of safety, trust, and independence.

(b) The General Assembly finds that secondary traumatic stress may be experienced by teachers, school counselors, administrators, or other school staff. Everyday these school staff members work with students experiencing trauma and loss.

(c) The General Assembly finds that secondary traumatic stress is preventable and treatable. Therefore, the General Assembly intends to require school districts to adopt policies and procedures to prevent and address secondary traumatic stress in the workforce and to make resources on secondary traumatic stress publicly available.

Section 5. The School Code is amended by adding Section 2-3.214 as follows:

(105 ILCS 5/2-3.214 new)

Sec. 2-3.214. Secondary traumatic stress in the workforce; assistance.

(a) The State Board of Education must publish on its website links to resources, self-assessments, and best practices for educators and local policymakers to prevent and address secondary traumatic stress in the workforce.

(b) By January 1, 2028, each school district must adopt policies and procedures that, at a minimum, incorporate all the elements set forth in subsection (c) or, if necessary, amend its policies and procedures to, at a minimum, incorporate all the elements set forth is subsection (c). After January 1, 2028, a school district must periodically review its policies and procedures so that, at a minimum, the policies and procedures incorporate all the elements set forth in subsection (c).

(c) A school district's policies and procedures under subsection (b) must include the following elements:

(1) a commitment to support mental health in the workplace;

(2) the establishment of a district-wide workforce mental health committee, with at least half of the members of the committee being members of a collective bargaining unit in the district and with the following functions:

(A) to share secondary traumatic stress, stress management, and other mental health resources and support available through the State Board of Education; and

(B) to report to the school board at least once per year with a summary of committee activities;

(3) regular assessment of district-level and school-level implementation of the policies and procedures that includes input from the workforce; and

(4) the provision of appropriate resources and training to schools and staff for continuous improvement.