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HB 448

Local Education Agencies - As introduced, requires, instead of encourages, LEAs and public charter schools to incorporate training in evidence-based skills training on positive behavioral interventions and supports, conflict prevention, functional behavior assessments, de-escalation, and conflict management into its behavior intervention training program; requires at least two hours of such training each school year; allows the hours of training received to be applied toward in-service training requirements. - Amends TCA Title 49.

114th Regular Session (2025-2026) Introduced by Ronnie Glynn

Tennessee bill mandates public schools provide minimum two hours annual training in behavioral de-escalation and positive intervention techniques, applicable toward existing in-service requirements.

Placed on cal. Education Committee for 3/17/2026
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Bill Summary · HB 448

Legislative bill overview

HB 448 converts Tennessee's current encouragement for local education agencies (LEAs) and charter schools to provide behavioral intervention training into a mandatory requirement. Schools must incorporate at least two hours annually of evidence-based training covering positive behavioral interventions and supports, conflict prevention, functional behavior assessments, de-escalation, and conflict management. These training hours can count toward existing in-service training obligations.

Why is this important

School discipline and safety approaches have measurable impacts on student outcomes, staff safety, and school climate. De-escalation and positive behavioral intervention training can reduce suspensions, expulsions, and incidents requiring law enforcement involvement—particularly affecting vulnerable student populations. Making training mandatory with minimum hour requirements ensures consistent implementation rather than relying on voluntary adoption.

Potential points of contention

  • Implementation burden and costs: Mandating training requires schools to allocate resources, develop curriculum, and potentially hire qualified trainers, which may strain budgets in under-resourced districts
  • Flexibility vs. standardization: Specific two-hour minimum may not align with varying school needs, and allowing hours toward in-service requirements could displace other professional development priorities
  • Enforcement and accountability: The bill requires the training but doesn't specify enforcement mechanisms, penalties for non-compliance, or how effectiveness will be measured

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

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