Sec. 2. Trauma-informed practices

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Section 8101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801 ) is amended— by redesignating paragraphs

(51)and

(52)as paragraphs

(52)and (53), respectively; and by inserting after paragraph

(50)the following: The term trauma-informed practices means— evidence-based activities that promote a shared understanding among teachers, school leaders, paraprofessionals, specialized instructional support personnel, and other staff that traumatic life experiences in the lives of children— are common, yet are often not disclosed or reported; cause neurological, psychological, and social effects that affect learning, behavior, and relationships; create risk of further trauma; do not inherently undermine the capabilities of students to reach high expectations in academics and life; and can and should be mitigated in schools by evidence-based schoolwide approaches; adoption of disciplinary procedures and practices that— accompany disciplinary actions with holistic assessments and interventions to address the underlying causes of student behavior, including trauma; avoid harsh and punitive, exclusionary disciplinary practices; utilize evidence-based restorative practices that build a culture of trust; and do not discriminate on the basis of race, color, national origin, sex (including sexual orientation or gender identity), disability, English proficiency status, migrant status, or age consistent with the Age Discrimination Act of 1975 ( 42 U.S.C. 6101 et seq.), title VI of the Civil Rights Act of 1964 ( 42 U.S.C. 2000d et seq.), title IX of the Education Amendments of 1972 ( 20 U.S.C. 1681 et seq.), section 504 of the Rehabilitation Act of 1973 ( 29 U.S.C. 794 ), the Americans with Disabilities Act of 1990 ( 42 U.S.C. 12101 et seq.), and the Individuals with Disabilities Education Act ( 42 U.S.C. 1400 et seq.); activities that promote a culture of acceptance that connects a student to the school community and provides multiple opportunities to practice newly developing skills; activities that promote teamwork, shared staff responsibility, and ongoing, effective communication among teachers, school leaders, paraprofessionals, specialized instructional support personnel, and other staff regarding the needs of each individual student enrolled in such school; and activities which provide teachers, school leaders, paraprofessionals, specialized instructional support personnel, and other staff with evidence-based professional development on skills including— identifying students who exhibit symptoms commonly associated with trauma; recognizing and preventing adult implicit bias; proactively anticipating and adapting to the changing needs of each student who has experienced trauma; integrating evidence-based practices that build social-emotional skills into rigorous academic instruction; and using evidence-based practices to holistically address the needs of each student who has experienced trauma in a culturally sustaining manner, including by supporting, with respect to each such student, the following: Success in academic and nonacademic areas. Physical, social, and emotional health and well-being. . Section 1111(g)(1)(C) of such Act ( 20 U.S.C. 6311(g)(1)(C) ) is amended— by striking reducing ; in clause (i), by inserting reducing before incidences ; in clause (ii)— by inserting reducing before the overuse ; and by striking and ; in clause (iii)— by inserting reducing before the use ; and by inserting and after safety; ; and by adding at the end the following: increasing the prevalence of trauma-informed practices; . Section 1112(b) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6312(b) ) is amended— by redesignating paragraphs

(12)and

(13)as paragraphs

(13)and (14), respectively; and by inserting after paragraph

(11)the following: how the local educational agency will support efforts to increase the prevalence of trauma-informed practices; . Section 1114(b)(7)(A)(iii) of such Act ( 20 U.S.C. 6314(b)(7)(A)(iii) ) is amended— in subclause (IV), by striking at the end and ; and by adding at the end the following: the implementation of trauma-informed practices; and . Section 2101 of such Act ( 20 U.S.C. 6611 ) is amended— in subsection (c)(4)(B)— by redesignating clauses

(xv)through

(xxi)as clauses

(xvi)through (xxii), respectively; and by inserting after clause

(xiv)the following: Providing training for all teachers, school leaders, paraprofessionals, and specialized instructional support personnel on trauma-informed practices. ; and in subsection (d)(2)— by redesignating subparagraphs

(K)through

(M)as subparagraphs

(L)through

(N)respectively; and by inserting after subparagraph

(J)the following: A description of how the State educational agency will use funds under this part to increase the prevalence of trauma-informed practices. . Section 2103(b)(3)(I) of such Act ( 20 U.S.C. 6613(b)(3)(I) ) is amended— by redesignating clauses

(i)through

(iv)as clauses

(ii)through (v); and by inserting before clause (ii), as redesignated, the following: trauma-informed practices; . Section 4104(b)(3)(B)(ii) of such Act ( 20 U.S.C. 7114(b)(3)(B)(ii) ) is amended— in subclause (I), by striking at the end or ; in subclause (II), by inserting or at the end; and by inserting at the end the following: increase the prevalence of trauma-informed practices; . Section 4203(a)(6) of such Act ( 20 U.S.C. 7173(a)(6) ) is amended by striking development; and inserting development, which may include professional development on trauma-informed practices; . Section 4303(f)(1)(A)(viii) of such Act ( 20 U.S.C. 7221b(f)(1)(A)(viii) ) is amended— in subclause (I), by striking at the end and ; in subclause (II), by inserting and at the end; and by inserting at the end the following: adopting trauma-informed practices. . Section 4305(b)(3)(B)(ii) of such Act ( 20 U.S.C. 7221d(b)(3)(B)(ii) ) is amended— in subclause (II), by striking and ; in subclause (III), by inserting and at the end; and by inserting at the end the following: the discipline practices that will be used, including a description of whether such practices are consistent with trauma-informed practices; .

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