Sec. 3. Amendments to the Elementary and Secondary Education Act
392 words·~2 min read·
/bill/113/hr/1875/ih/section-3A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
Part A of title II of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6601 et seq. ) is amended— in section 2113(c)(2)— by striking and at the end of subparagraph (A); by striking the period at the end of subparagraph
(B)and inserting ; and ; and by adding at the end the following: train teachers and principals in practices that have demonstrated effectiveness in improving student achievement, attainment, and behavior through addressing the social and emotional development needs of students, such as through social and emotional learning programming. ; and in section 2123(a)(3)(B)(iii)— by striking and at the end of (I); by redesignating subclause
(II)as subclause (III); and by inserting after subclause
(I)the following: addressing the social and emotional development needs of students to improve student achievement and attainment, such as through social and emotional learning programming; and . Section 9101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801 ) is amended by adding at the end the following: The term social and emotional learning means the process through which children and adults acquire the knowledge, attitudes, and skills associated with the core areas of social and emotional competency, including— self-awareness and self-management to achieve school and life success, such as identifying and recognizing strengths, needs, emotions, values and self-efficacy, impulse control and stress management, self-motivation and discipline, and goal setting and organizational skills; social awareness and interpersonal skills to establish and maintain positive relationships, such as perspective taking and respect for others, communication, working cooperatively, negotiation, conflict management, and help seeking; and decisionmaking skills and responsible behaviors in personal, academic and community contexts, such as situational analysis, problem solving, reflection and personal, and social and ethical responsibility. The term social and emotional learning programming refers to classroom instruction and schoolwide activities and initiatives that— integrate social and emotional learning into school curriculum; provide systematic instruction whereby social and emotional skills are taught, modeled, practiced, and applied so that students use them as part of their daily behavior; teach children to apply social and emotional skills to prevent specific problem behaviors such as substance use, violence, bullying, and school failure, and to promote positive behaviors in class, school, and community activities; and establish safe and caring learning environments that foster student participation, engagement, and connection to learning and school. .
Connectionstraces to 2
Traces to 2 documents
U.S. Code
Citation graph
cites case law
Cites 2Cited by 0 across 0 sources