A proposed bill in Ohio, known as House Bill 485 or the “Baby Olivia Act,” is generating significant debate among lawmakers, educators, and advocacy groups. If passed, the legislation would mandate that public schools in Ohio show a video about fetal development to students starting in the third grade.
Introduced by State Representative Melanie Miller, the bill aims to provide educational content on fetal growth through a three-minute video titled “Meet Baby Olivia,” produced by the anti-abortion organization Live Action. Supporters argue that the video presents a clear depiction of fetal development, while opponents claim it is misleading.
During a recent session of the Ohio House Education Committee, multiple advocates, including doctors and a mother, voiced their support for the bill. Among them was Dr. Bill Lile, a board-certified obstetrician-gynecologist, who emphasized the importance of teaching students about fetal development. “These babies in the womb are not abstract ideas — they are living, growing human beings,” he stated, underscoring the bill’s educational intent.
Abortion rights advocates, including representatives from Planned Parenthood, countered these claims, arguing that the video misrepresents critical scientific facts. They point out inaccuracies in how fetal development is presented, including the assertion that a fetal heartbeat can be detected at six weeks. These groups argue that presenting such content to young children may be inappropriate and misleading.
The proposed legislation would require the Baby Olivia video or a similar ultrasound video to be shown annually from grades three through twelve, beginning with the 2026-27 school year. This has raised questions among lawmakers regarding the appropriateness of the material for different age groups.
State Representative Sean Brennan, a Democrat from Parma, expressed concerns about uniformity in educational content across varying developmental stages. “Is it appropriate to show the same video to elementary school kids and high school seniors?” he asked, advocating for flexibility in how schools approach the topic.
Echoing this sentiment, State Representative Gayle Manning, a former third-grade teacher, expressed reservations about the suitability of the material for younger students. “At third grade, many kids don’t have any idea,” she remarked, suggesting that parental involvement in such discussions is essential.
In response to these concerns, Kate Makra, president of the Right to Life Action Coalition of Ohio, acknowledged that while parental discussions are important, not all parents engage in these conversations. “Ohio’s science curriculum requires teaching animal and plant reproduction from the First Grade yet inexplicably skips human prenatal development,” she noted, arguing for the necessity of incorporating this information into the education system.
Former Ohio State Representative Jena Powell framed the bill as an educational initiative, emphasizing the need for young Ohioans to access scientific information about human life from its earliest stages. “Students will gain a deeper understanding of biology, of life, and of the impact their choices can have on others,” she remarked.
The Baby Olivia Act is part of a larger trend, as similar bills have been introduced in over 20 other states this legislative session. States such as Idaho, Kansas, North Dakota, Tennessee, Iowa, and Indiana have already enacted comparable legislation into law, reflecting a growing movement to influence educational content regarding fetal development and abortion.
As the debate continues, Ohio lawmakers face the challenge of balancing educational objectives with the diverse perspectives of their constituents. The outcome of this legislation may set a significant precedent for how reproductive health and fetal development are taught in schools across the country.
