Bill Text: IL SB0266 | 2021-2022 | 102nd General Assembly | Introduced

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Bill Title: Amends the School Code. Makes changes concerning sex education, including changing the name to sexual health and changing course requirements. Makes changes concerning family life course requirements. Amends the Critical Health Problems and Comprehensive Health Education Act to make changes concerning the educational areas a comprehensive health education program must include. Effective immediately.

Spectrum: Strong Partisan Bill (Democrat 13-1)

Status: (Introduced - Dead) 2021-04-20 - Added as Co-Sponsor Sen. Laura M. Murphy [SB0266 Detail]

Download: Illinois-2021-SB0266-Introduced.html

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102ND GENERAL ASSEMBLY State of Illinois 2021 and 2022 SB0266 Introduced 2/17/2021, by Sen. Celina Villanueva SYNOPSIS AS INTRODUCED:
105 ILCS 5/2-3.62 from Ch. 122, par. 2-3.62
105 ILCS 5/27-9.1 from Ch. 122, par. 27-9.1
105 ILCS 5/27-9.2 from Ch. 122, par. 27-9.2
105 ILCS 110/3
Amends the School Code. Makes changes concerning sex education, including changing the name to sexual health and changing course requirements. Makes changes concerning family life course requirements. Amends the Critical Health Problems and Comprehensive Health Education Act to make changes concerning the educational areas a comprehensive health education program must include. Effective immediately.
LRB102 13676 CMG 19026 b
FISCAL NOTE ACT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT
A BILL FOR
SB0266 LRB102 13676 CMG 19026 b
AN ACT concerning education.
Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
Section 5. The School Code is amended by changing Sections
2-3.62, 27-9.1, and 27-9.2 as follows:
(105 ILCS 5/2-3.62) (from Ch. 122, par. 2-3.62)
Sec. 2-3.62. Educational service centers.
(a) A regional network of educational service centers
shall be established by the State Board of Education to
coordinate and combine existing services in a manner which is
practical and efficient and to provide new services to schools
as provided in this Section. Services to be made available by
such centers shall include the planning, implementation and
evaluation of:
(1) (blank);
(2) computer technology education;
(3) mathematics, science and reading resources for
teachers including continuing education, inservice
training and staff development.
The centers may provide training, technical assistance,
coordination and planning in other program areas such as
school improvement, school accountability, financial planning,
consultation, and services, career guidance, early childhood

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education, alcohol/drug education and prevention, family life -
sexual health sex education, electronic transmission of data
from school districts to the State, alternative education and
regional special education, and telecommunications systems
that provide distance learning. Such telecommunications
systems may be obtained through the Department of Central
Management Services pursuant to Section 405-270 of the
Department of Central Management Services Law (20 ILCS
405/405-270). The programs and services of educational service
centers may be offered to private school teachers and private
school students within each service center area provided
public schools have already been afforded adequate access to
such programs and services.
Upon the abolition of the office, removal from office,
disqualification for office, resignation from office, or
expiration of the current term of office of the regional
superintendent of schools, whichever is earlier, the chief
administrative officer of the centers serving that portion of
a Class II county school unit outside of a city of 500,000 or
more inhabitants shall have and exercise, in and with respect
to each educational service region having a population of
2,000,000 or more inhabitants and in and with respect to each
school district located in any such educational service
region, all of the rights, powers, duties, and
responsibilities theretofore vested by law in and exercised
and performed by the regional superintendent of schools for

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that area under the provisions of this Code or any other laws
of this State.
The State Board of Education shall promulgate rules and
regulations necessary to implement this Section. The rules
shall include detailed standards which delineate the scope and
specific content of programs to be provided by each
Educational Service Center, as well as the specific planning,
implementation and evaluation services to be provided by each
Center relative to its programs. The Board shall also provide
the standards by which it will evaluate the programs provided
by each Center.
(b) Centers serving Class 1 county school units shall be
governed by an 11-member board, 3 members of which shall be
public school teachers nominated by the local bargaining
representatives to the appropriate regional superintendent for
appointment and no more than 3 members of which shall be from
each of the following categories, including but not limited to
superintendents, regional superintendents, school board
members and a representative of an institution of higher
education. The members of the board shall be appointed by the
regional superintendents whose school districts are served by
the educational service center. The composition of the board
will reflect the revisions of this amendatory Act of 1989 as
the terms of office of current members expire.
(c) The centers shall be of sufficient size and number to
assure delivery of services to all local school districts in

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the State.
(d) From monies appropriated for this program the State
Board of Education shall provide grants paid from the Personal
Property Tax Replacement Fund to qualifying Educational
Service Centers applying for such grants in accordance with
rules and regulations promulgated by the State Board of
Education to implement this Section.
(e) The governing authority of each of the 18 regional
educational service centers shall appoint a family life -
sexual health sex education advisory board consisting of 2
parents, 2 teachers, 2 school administrators, 2 school board
members, 2 health care professionals, one library system
representative, and the director of the regional educational
service center who shall serve as chairperson of the advisory
board so appointed. Members of the family life - sexual health
sex education advisory boards shall serve without
compensation. Each of the advisory boards appointed pursuant
to this subsection shall develop a plan for regional
teacher-parent family life - sexual health sex education
training sessions and shall file a written report of such plan
with the governing board of their regional educational service
center. The directors of each of the regional educational
service centers shall thereupon meet, review each of the
reports submitted by the advisory boards and combine those
reports into a single written report which they shall file
with the Citizens Council on School Problems prior to the end

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of the regular school term of the 1987-1988 school year.
(f) The 14 educational service centers serving Class I
county school units shall be disbanded on the first Monday of
August, 1995, and their statutory responsibilities and
programs shall be assumed by the regional offices of
education, subject to rules and regulations developed by the
State Board of Education. The regional superintendents of
schools elected by the voters residing in all Class I counties
shall serve as the chief administrators for these programs and
services.
(Source: P.A. 98-24, eff. 6-19-13; 98-647, eff. 6-13-14;
99-30, eff. 7-10-15.)
(105 ILCS 5/27-9.1) (from Ch. 122, par. 27-9.1)
Sec. 27-9.1. Sexual health Sex education.
(a) In this Section:
"Abstinence" means not engaging in oral, vaginal, or anal
intercourse or genital skin-to-skin contact.
"Adapt" means to modify an evidence-based or
evidence-informed program model for use with a particular
demographic, ethnic, linguistic, or cultural group.
"Age appropriate" means suitable to particular ages or age
groups of children and adolescents, based on the developing
cognitive, emotional, and behavioral capacity typical for the
age or age group.
"Anatomy and physiology" means that information that

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provides a foundation for understanding basic human
functioning.
"Characteristics of effective programs" means the aspects
of evidence-based programs, including the development,
content, and implementation of such programs, that (i) have
been shown to be effective in terms of increasing knowledge,
clarifying values and attitudes, increasing skills, and
impacting behavior and (ii) are widely recognized by leading
medical and public health agencies to be effective in changing
sexual behaviors that lead to sexually transmitted infections,
including HIV, unintended pregnancy, and dating violence and
sexual assault among young people.
"Comprehensive" means essential information that includes,
but is not limited to, content related to anatomy and
physiology; healthy relationships; identity; personal safety;
pregnancy and reproduction; puberty, growth, and adolescent
development; and sexually transmitted infections, including
HIV.
"Consent" means an affirmative, knowing, conscious,
ongoing, and voluntary agreement to engage in interpersonal,
physical, or sexual activity, which can be revoked at any
point, including during the course of interpersonal, physical,
or sexual activity.
"Culturally appropriate" means affirming culturally
diverse individuals, families, and communities in an
inclusive, respectful, and effective manner, including

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materials and instruction that are inclusive of race,
ethnicity, language, cultural background, religion, gender,
gender identity, gender expression, sexual orientation, sexual
behavior, and different abilities.
"Evidence-based program" means a program for which
systematic, empirical research or evaluation has provided
evidence of effectiveness.
"Evidence-informed program" means a program that uses the
best available research and practice knowledge to guide
program design and implementation.
"Healthy relationships" means that information that helps
pupils learn how to identify healthy and unhealthy
relationship behaviors and helps pupils develop the skills to
navigate changing relationships among family, peers, and
partners free from shame and stigma.
"Identity" means that information that addresses several
fundamental aspects of people's understanding of how they
identify their sexual orientation, gender, gender identity, or
gender expression without shame or stigma.
"Personal safety" means that information that helps pupils
develop an awareness about and the skills and confidence to
respond to bullying, harassment, including sexual harassment,
sexual abuse, sexual assault, intimate partner violence,
incest, rape, and sex trafficking and the role that schools
play in creating learning environments that promote personal
safety.

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"Pre-exposure Prophylaxis (PrEP)" means medications
approved by the federal Food and Drug Administration and
recommended by the United States Public Health Service or the
federal Centers for Disease Control and Prevention for HIV
pre-exposure prophylaxis and related pre-exposure prophylaxis
services, including, but not limited to, HIV and sexually
transmitted infection screening, treatment for sexually
transmitted infections, medical monitoring, laboratory
services, and sexual health counseling, to reduce the
likelihood of HIV infection for individuals who are not living
with HIV but are vulnerable to HIV exposure.
"Pregnancy and reproduction" means that information that
addresses how pregnancy happens, decision-making to avoid
unintended pregnancy through abstinence and contraception,
prenatal practices and resources that support a healthy
pregnancy; and information that helps pupils understand
resources and laws related to pregnancy, adoption, abortion,
and parenting.
"Post-exposure Prophylaxis (PeP)" means the medications
that are recommended by the federal Centers for Disease
Control and Prevention and other public health authorities to
help prevent HIV infection after potential occupational or
non-occupational HIV exposure.
Puberty, growth, and adolescent development" means that
information that addresses a pivotal milestone for every
person that has an impact on cognitive, emotional, physical,

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sexual and social development.
"Sexually transmitted infections, including HIV" means
that information that provides both content and skills for
understanding scientifically accepted methods of how to
prevent and avoid exposure to sexually transmitted infections
(STIs), including HIV, through abstinence, condoms,
vaccination, Pre-exposure Prophylaxis (PrEP), and
Post-exposure Prophylaxis (PEP), including how they are
transmitted, their signs, symptoms, and options for screening,
testing, and treatment, and other medical care.
"Medically accurate" means verified or supported by the
weight of research conducted in compliance with accepted
scientific methods and published in peer-reviewed journals, if
applicable, or comprising information recognized as accurate,
objective, and complete.
"Unintended pregnancy" means a pregnancy that is unplanned
or unwanted (that is, the pregnancy occurred when no children
or no more children were desired).
(a-5) No pupil shall be required to take or participate in
any class or course in comprehensive sexual health sex
education if that pupil's his parent or guardian submits
written objection thereto, and refusal to take or participate
in such course or program shall not be reason for suspension or
expulsion of such pupil. Each class or course in comprehensive
sex education offered in any of grades 6 through 12 shall
include instruction on both abstinence and contraception for

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the prevention of pregnancy and sexually transmitted diseases,
including HIV/AIDS. Nothing in this Section prohibits
instruction in sanitation, hygiene or traditional courses in
biology.
(b) (Blank). All public school classes that teach sex
education and discuss sexual intercourse in grades 6 through
12 shall emphasize that abstinence from sexual intercourse is
a responsible and positive decision and is the only protection
that is 100% effective against unwanted teenage pregnancy,
sexually transmitted diseases, and acquired immune deficiency
syndrome (AIDS) when transmitted sexually.
(c) All classes that teach sexual health sex education and
discuss sexual intercourse in grades 6 through 12 shall
satisfy the following criteria:
(1) Course material and instruction shall be
culturally, developmentally, and age appropriate,
medically accurate, and comprehensive complete.
(1.5) Course material and instruction shall replicate
evidence-based or evidence-informed programs or
substantially incorporate elements of evidence-based
programs or evidence-informed programs or characteristics
of effective programs.
(2) Course material and instruction shall include
information on the value of healthy, consenting, committed
relationships, including marriage and civil unions and how
to form and maintain healthy romantic, sexual, and

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intimate partnerships that are based on mutual consent and
are free from violence, coercion, and intimidation. teach
honor and respect for monogamous heterosexual marriage.
(3) Course material and instruction shall include
information stating that continuous, consistent,
abstinence from sexual activity is the only protection
that is 100% effective against unintended pregnancy and
STIs, including HIV. Course material and instruction shall
also include information about scientifically accepted
methods that can be used to greatly reduce unintended
pregnancy and STIs, including HIV. These methods include,
but are not limited to, contraception, vaccination, PrEP
and PEP, regular testing and screening, and other medical
care. place substantial emphasis on both abstinence,
including abstinence until marriage, and contraception for
the prevention of pregnancy and sexually transmitted
diseases among youth and shall stress that abstinence is
the ensured method of avoiding unintended pregnancy,
sexually transmitted diseases, and HIV/AIDS.
(4) Course material and instruction related to
pregnancy shall include an objective discussion of
parenting, adoption, and abortion. shall include a
discussion of the possible emotional and psychological
consequences of preadolescent and adolescent sexual
intercourse and the consequences of unwanted adolescent
pregnancy.

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(5) Course material and instruction shall include
information, consistent with federal Centers for Disease
Control and Prevention (CDC) statistics, citing the
effectiveness and safety of all federal Food and Drug
Administration (FDA) approved methods in preventing or
reducing the likelihood of acquiring HIV and other STIs.
stress that sexually transmitted diseases are serious
possible hazards of sexual intercourse. Pupils shall be
provided with statistics based on the latest medical
information citing the failure and success rates of
condoms in preventing AIDS and other sexually transmitted
diseases.
(5.5) Course material and instruction shall provide
information, consistent with CDC statistics, citing the
effectiveness and safety of all FDA-approved contraceptive
methods in preventing unintended pregnancy, including, but
not limited to, emergency contraception.
(6) Course material and instruction shall include
information and skills development relating to parenting,
including financial and emotional responsibilities,
communication skills, problem solving, and caretaking.
Course material and instruction shall also include
information on laws pertaining to medical care and medical
decisions throughout pregnancy and birth, surrendering
physical custody of a child pursuant to the Abandoned
Newborn Infant Protection Act, and the rights of pregnant

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pupils to stay in their own school or enroll in a school
designed just for pregnant pupils. advise pupils of the
laws pertaining to their financial responsibility to
children born in and out of wedlock.
(7) Course material and instruction shall advise
pupils of the circumstances under which it is unlawful for
a person to have sexual relations with an individual who
is under the age of 17 and for a person who is in a
position of trust, authority, or supervision to have
sexual relations with an individual who is under the age
of 18 pursuant to Article 11 of the Criminal Code of 2012.
(8) Course material and instruction shall provide
pupils with the knowledge and skills for making and
implementing healthy decisions about sexuality, including
negotiation and refusal skills, to assist pupils in
overcoming peer pressure and using effective
decision-making skills to avoid high risk activities.
Course material and instruction shall also teach pupils to
not make unwanted physical and verbal sexual advances and
how to say no to unwanted sexual advances and how to give,
receive, and understand consent. Pupils shall be taught
that it is wrong to take advantage of or to exploit another
person. The material and instruction shall also encourage
pupils youth to resist negative peer pressure. The
material and instruction shall include discussion on what
may be considered sexual harassment or sexual assault.

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(9) (Blank).
(10) Course material and instruction shall teach
pupils about the effect of drugs and alcohol on
responsible decision-making and consent, including the
dangers associated with drug and alcohol consumption
during pregnancy and when engaging in sexual activity.
(11) Course material and instruction must include an
age-appropriate discussion on the meaning of consent that
includes discussion on recognizing all of the following:
(A) That consent is a freely given agreement to
sexual activity.
(B) That consent to one particular sexual activity
does not constitute consent to other types of sexual
activities.
(C) That a person's lack of verbal or physical
resistance or submission resulting from the use or
threat of force does not constitute consent.
(D) That a person's manner of dress does not
constitute consent.
(E) That a person's consent to past sexual
activity does not constitute consent to future sexual
activity.
(F) That a person's consent to engage in sexual
activity with one person does not constitute consent
to engage in sexual activity with another person.
(G) That a person can withdraw consent at any

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time.
(H) That a person cannot consent to sexual
activity if that person is unable to understand the
nature of the activity or give knowing consent due to
certain circumstances that include, but are not
limited to, (i) the person is incapacitated due to the
use or influence of alcohol or drugs, (ii) the person
is asleep or unconscious, (iii) the person is a minor,
or (iv) the person is incapacitated due to a mental
disability.
(12) Course material and instruction shall include
information about State laws that apply to minor
confidentiality and minor consent, including exceptions.
If available, material and instructions shall include
local resources that include, but are not limited to, how
and where to access local resources; pupils' legal rights
to access local resources for sexual and reproductive
health care; parenting resources; substance abuse
treatment; mental health treatment; emergency medical
treatment for sexual assault; and resources for assistance
with sexual assault, harassment, intimate partner
violence, stalking, sex trafficking and suicide
prevention. Local resources must be inclusive of gender
identity, gender expression, sexual orientation, and
sexual behavior.
(13) Course material and instruction shall encourage

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pupils to communicate with their parents or guardians,
faith, health, and social service professionals, and other
trusted adults about sexuality and intimate relationships.
(14) Course material and instruction may not
deliberately withhold health-promoting or life-saving
information about sexuality-related topics, including
FDA-approved treatment and options.
(15) Course material and instruction may not be
medically inaccurate or include information that is
scientifically shown to be ineffective.
(16) Course material and instruction may not reflect
or promote bias against any person on the basis of the
person's race, ethnicity, language, cultural background,
religion, HIV status, gender, gender identity, gender
expression, sexual orientation, sexual behavior, or
ability.
(17) Course material and instruction may not be
insensitive and unresponsive to the needs of pupils based
on their status as pregnant or parenting, living with
STIs, including HIV, sexually active, asexual, or intersex
or based on their gender, gender identity, gender
expression, sexual orientation, sexual behavior, or
ability.
(18) Course material and instruction may not be
insensitive and unresponsive to the needs of survivors of
sexual abuse or assault.

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(19) Course material and instruction may not be
inconsistent with the ethical imperatives of medicine and
public health.
(20) Pupils may not be denied access to sexual health
instruction on the basis of any disability or perceived
disability or English Learner status.
(21) Course material and instruction shall be
sensitive and responsive to the needs of pupils with an
intersex variation.
(c-5) All classes that teach sexual health education in
grades 5 and below shall use course material and provide
instruction that is medically accurate, evidence-based or
evidence-informed, and culturally, developmentally, and age
appropriate.
(d) An opportunity shall be afforded to individuals,
including parents or guardians, to review examine the scope
and sequence of instructional materials to be used in such
class or course electronically or in person.
(e) The State Board of Education shall make available
resource materials developed in consultation with
stakeholders, with the cooperation and input of experts that
provide comprehensive, culturally appropriate sexual health
education and organizations and entities that promote
comprehensive, culturally appropriate sexual health education
policy. the agency that administers grant programs consistent
with criteria (1) and (1.5) of subsection (c) of this Section,

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for educating children regarding sex education and may take
into consideration the curriculum on this subject developed by
other states, as well as any other curricular materials
suggested by education experts and other groups that work on
sex education issues. Materials may include, without
limitation, model sexual health sex education curriculums and
sexual health education programs. The State Board of Education
shall make these resource materials available on its Internet
website, in a clearly identified and easily accessible place.
School districts that do not currently provide sexual health
sex education are not required to teach sexual health sex
education. If a sexual health sex education class or course is
offered in any grade of grades 6 through 12, the school
district must teach the curriculum, adapted appropriately, to
all pupils in that grade, including pupils with disabilities
and non-English speaking pupils. Schools may choose and adapt
the culturally, developmentally, and age-appropriate,
medically accurate, evidence-based or evidence-informed, and,
in the case of grades 6 through 12, comprehensive sexual
health complete sex education curriculum that meets the
specific needs of its community.
(f) The State Board of Education shall, through existing
reporting mechanisms, direct each school district to identify
any curricula used to provide comprehensive sexual health
education, whether the instruction was provided by a teacher
in the school, a consultant, or a community group; the number

SB0266 - 19 - LRB102 13676 CMG 19026 b
of pupils receiving instruction; the number of pupils excused
from instruction; and the duration of instruction and shall
report the results of this inquiry to the General Assembly
annually, beginning one year after the effective date of this
amendatory Act of the 102nd General Assembly.
(Source: P.A. 100-684, eff. 8-3-18; 101-579, eff. 1-1-20.)
(105 ILCS 5/27-9.2) (from Ch. 122, par. 27-9.2)
Sec. 27-9.2. Family Life. If any school district provides
courses of instruction designed to promote a wholesome and
comprehensive understanding of the emotional, psychological,
physiological, hygienic and social responsibility aspects of
family life, then such courses of instruction shall include
the teaching of all pregnancy options the alternatives to
abortion, appropriate to the various grade levels; and
whenever such courses of instruction are provided in any of
grades 6 through 12, then such courses also shall include
instruction on the prevention, transmission, screening, and
treatment spread of HIV/AIDS AIDS. However, no pupil shall be
required to take or participate in any family life class or
course on HIV/AIDS AIDS instruction if the pupil's his parent
or guardian submits written objection thereto, and refusal to
take or participate in such course or program shall not be
reason for suspension or expulsion of such pupil.
The State Superintendent of Education shall prepare and
make available to local school districts courses of

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instruction designed to satisfy the requirements of this
Section.
The State Superintendent of Education shall develop a
procedure for evaluating and measuring the effectiveness of
the family life courses of instruction in each local school
district, including the setting of reasonable and equitable
goals for improved sexual health outcomes, such as reduced
instances and disparities of sexually transmitted infections
(STI), including HIV, increased instances of STI screening and
treatment, including for HIV, especially in community areas
with high STI, including HIV, diagnoses rates, and decreased
instances and disparities of sexual assault and unintended
pregnancy. reduced sexual activity, sexually transmitted
diseases and premarital pregnancy. The goals shall be set by
the beginning of the 1991-92 school year. The State
Superintendent shall distribute a copy of the procedure to
each local school district. Each local school district may
develop additional procedures or methods for measuring the
effectiveness of the family life courses of instruction within
the district. Before the beginning of the 1993-94 school year,
the State Superintendent shall collect and evaluate all
relevant data to determine whether the goals are being
achieved.
(Source: P.A. 86-941.)
Section 10. The Critical Health Problems and Comprehensive

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Health Education Act is amended by changing Section 3 as
follows:
(105 ILCS 110/3)
Sec. 3. Comprehensive Health Education Program. The
program established under this Act shall include, but not be
limited to, the following major educational areas as a basis
for curricula in all elementary and secondary schools in this
State: human ecology and health, human growth and development,
the emotional, psychological, physiological, hygienic, and
social responsibilities of family life, culturally,
developmentally, linguistically, and age-appropriate,
medically accurate, and evidence-based or evidence-informed
information regarding including sexual abstinence until
marriage, contraception, vaccination, Pre-exposure
Prophylaxis (PREP) and Post-exposure Prophylaxis (PEP), and
other medical care for the prevention and control of
unintended pregnancy and sexually transmitted infections
disease, including instruction in grades 6 through 12 on the
prevention, transmission, and treatment of HIV spread of AIDS,
age-appropriate sexual abuse and assault awareness and
prevention education in grades pre-kindergarten through 12,
public and environmental health, consumer health, safety
education and disaster survival, mental health and illness,
personal health habits, alcohol and , drug use, and abuse,
including the medical and legal ramifications of alcohol,

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drug, and tobacco use, abuse during pregnancy, evidence-based
and medically accurate information regarding sexual
abstinence, tobacco, nutrition, and dental health. The
instruction on mental health and illness must evaluate the
multiple dimensions of health by reviewing the relationship
between physical and mental health so as to enhance student
understanding, attitudes, and behaviors that promote health,
well-being, and human dignity. The program shall also provide
course material and instruction to advise pupils of the
Abandoned Newborn Infant Protection Act. The program shall
include medically accurate information about cancer,
including, without limitation, types of cancer, signs and
symptoms, risk factors, the importance of early prevention and
detection, and information on where to go for help.
Notwithstanding the above educational areas, the following
areas may also be included as a basis for curricula in all
elementary and secondary schools in this State: basic first
aid (including, but not limited to, cardiopulmonary
resuscitation and the Heimlich maneuver), heart disease,
diabetes, stroke, the prevention of child abuse, neglect, and
suicide, and teen dating violence in grades 7 through 12.
Beginning with the 2014-2015 school year, training on how to
properly administer cardiopulmonary resuscitation (which
training must be in accordance with standards of the American
Red Cross, the American Heart Association, or another
nationally recognized certifying organization) and how to use

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an automated external defibrillator shall be included as a
basis for curricula in all secondary schools in this State.
The school board of each public elementary and secondary
school in the State shall encourage all teachers and other
school personnel to acquire, develop, and maintain the
knowledge and skills necessary to properly administer
life-saving techniques, including, without limitation, the
Heimlich maneuver and rescue breathing. The training shall be
in accordance with standards of the American Red Cross, the
American Heart Association, or another nationally recognized
certifying organization. A school board may use the services
of non-governmental entities whose personnel have expertise in
life-saving techniques to instruct teachers and other school
personnel in these techniques. Each school board is encouraged
to have in its employ, or on its volunteer staff, at least one
person who is certified, by the American Red Cross or by
another qualified certifying agency, as qualified to
administer first aid and cardiopulmonary resuscitation. In
addition, each school board is authorized to allocate
appropriate portions of its institute or inservice days to
conduct training programs for teachers and other school
personnel who have expressed an interest in becoming qualified
to administer emergency first aid or cardiopulmonary
resuscitation. School boards are urged to encourage their
teachers and other school personnel who coach school athletic
programs and other extracurricular school activities to

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acquire, develop, and maintain the knowledge and skills
necessary to properly administer first aid and cardiopulmonary
resuscitation in accordance with standards and requirements
established by the American Red Cross or another qualified
certifying agency. Subject to appropriation, the State Board
of Education shall establish and administer a matching grant
program to pay for half of the cost that a school district
incurs in training those teachers and other school personnel
who express an interest in becoming qualified to administer
cardiopulmonary resuscitation (which training must be in
accordance with standards of the American Red Cross, the
American Heart Association, or another nationally recognized
certifying organization) or in learning how to use an
automated external defibrillator. A school district that
applies for a grant must demonstrate that it has funds to pay
half of the cost of the training for which matching grant money
is sought. The State Board of Education shall award the grants
on a first-come, first-serve basis.
No pupil shall be required to take or participate in any
class or course on HIV/AIDS AIDS or family life instruction or
to receive training on how to properly administer
cardiopulmonary resuscitation or how to use an automated
external defibrillator if the pupil's his or her parent or
guardian submits written objection thereto, and refusal to
take or participate in the course or program or the training
shall not be reason for suspension or expulsion of the pupil.

SB0266 - 25 - LRB102 13676 CMG 19026 b
Curricula developed under programs established in
accordance with this Act in the major educational area of
alcohol and drug use and abuse shall include classroom
instruction in grades 5 through 12. The instruction, which
shall include matters relating to both the physical and legal
effects and ramifications of drug and substance abuse, shall
be integrated into existing curricula; and the State Board of
Education shall develop and make available to all elementary
and secondary schools in this State instructional materials
and guidelines which will assist the schools in incorporating
the instruction into their existing curricula. In addition,
school districts may offer, as part of existing curricula
during the school day or as part of an after school program,
support services and instruction for pupils or pupils whose
parent, parents, or guardians are chemically dependent.
(Source: P.A. 101-305, eff. 1-1-20; revised 8-21-20.)
Section 99. Effective date. This Act takes effect upon
becoming law.