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HB 682

Education - As introduced, enacts the "Student Comfort through Alternative Restorative Environments (CARE) Act"; requires local education agencies and public charter schools to allow students of a school in the LEA or public charter school where an act of mass violence occurs to voluntarily participate in remote instruction or a virtual education program for at least 31 calendar days. - Amends TCA Title 33; Title 37 and Title 49.

114th Regular Session (2025-2026) Introduced by Justin Jones

Tennessee schools must provide 31+ days optional remote learning to students affected by mass violence, addressing trauma recovery and educational continuity.

Failed for lack of second in: Education Administration Subcommittee
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Bill Summary · HB 682

Legislative bill overview

HB 682, the "Student Comfort through Alternative Restorative Environments (CARE) Act," would require Tennessee schools to offer at least 31 days of remote or virtual instruction to students affected by mass violence incidents at their school. The requirement would apply to all local education agencies and public charter schools, allowing voluntary participation from impacted students.

Why is this important

Mass violence at schools creates significant trauma for students who may struggle to return to the physical campus. This bill addresses mental health and recovery needs by providing flexibility for affected students to continue their education while processing traumatic events. The policy reflects growing recognition that schools need trauma-informed response protocols beyond immediate safety measures.

Potential points of contention

  • Definition and scope: The bill doesn't clearly define what constitutes "mass violence," which could create ambiguity about when the 31-day provision triggers and whether it applies proportionally to different incident severity levels
  • Implementation burden: Schools already managing crisis response would need to simultaneously maintain remote instruction capacity, potentially straining resources and staffing during high-stress periods
  • Equity concerns: Remote learning effectiveness varies significantly by student demographics and home circumstances; students without reliable internet or home support may face disadvantages during recovery periods
  • Duration questions: Fixed 31-day timeline may not align with actual trauma recovery needs, which vary widely among individuals and could either be insufficient or unnecessarily extended

Compiled from official sources — confirm details with the bill’s official record.

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