Sponsors (7)
The bill would create a federal grant program and promote school training to better support students with seizures, but it omits funding and implementation details so the promised benefits may be uncertain and could shift costs to state and local governments.
K-12 schools and their staff would gain federal resources to train personnel and implement seizure-response plans, improving immediate safety and preparedness for students with epilepsy or seizure disorders.
Students with epilepsy or seizure disorders would become eligible for a dedicated federal grant program to fund educational services, accommodations, and related supports.
Families and schools cannot rely on or plan for actual supports because the bill lacks funding levels, timelines, and implementation details.
Because the bill does not include appropriation language, the program may remain unfunded, creating expectations without new federal dollars and potentially shifting costs to state and local budgets and taxpayers.
Based on analysis of 2 sections of legislative text.
Inserts an authorizing grant program into Title IV of ESEA to support students with epilepsy or seizure disorders but supplies no program details or funding.
Creates a new federal grant program in the Elementary and Secondary Education Act to support students who have epilepsy or other seizure disorders by adding a statutory provision to Title IV; however, the bill only inserts the new grant provision into the law’s table of contents and does not include any operative program text, funding levels, eligibility rules, or implementation details. Because no substantive statutory language for the grant program is provided, the change is limited to an authorizing insertion rather than an actionable program until further legislative or regulatory text is supplied.
Official title: To amend the Elementary and Secondary Education Act of 1965 to authorize a grant program to support students who have epilepsy or a seizure disorder.
Introduced March 14, 2025 by Donald Norcross · Last progress March 14, 2025