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Bill

SB 263

House Substitute for SB 263 by Committee on Education - Establishing standards and requirements for active shooter drills conducted by public and accredited nonpublic elementary and secondary schools and regulating active shooter simulations.

2025-2026 Regular Session

Kansas establishes uniform standards for school active shooter drills, requiring consistent protocols while raising concerns about student mental health impacts and implementation costs.

Died on House Calendar
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Bill Summary · SB 263

Legislative bill overview

SB 263 establishes statewide standards and requirements for how public and accredited private elementary and secondary schools in Kansas must conduct active shooter drills. The bill sets guidelines for drill frequency, notification procedures, student/staff participation, and safety protocols to ensure consistency and age-appropriate implementation across all schools.

Why is this important

Active shooter drills have become common in U.S. schools, but their implementation varies widely—affecting student mental health, educational effectiveness, and school safety outcomes. Establishing uniform standards aims to balance preparedness with minimizing trauma and disruption, while providing clear guidance to administrators on best practices.

Potential points of contention

  • Mental health impact: Critics argue frequent or poorly-designed drills can cause anxiety and PTSD in students; supporters contend standardized protocols reduce harmful improvisation
  • Age-appropriateness: Disagreement over whether elementary school children should participate in realistic active shooter scenarios versus simplified safety education
  • Resource burden: Schools may face costs for staff training, coordination, and potential need for outside security professionals to lead drills
  • Effectiveness debate: Limited consensus on whether such drills meaningfully improve safety outcomes versus other security investments

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

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