Sec. 204. Trauma-informed teaching and school leadership
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Section 202 of the Higher Education Act of 1965 ( 20 U.S.C. 1022a ) is amended— in subsection (b)(6)— by redesignating subparagraphs
(H)through
(K)as subparagraphs
(I)through (L), respectively; and by inserting after subparagraph
(G)the following: how the partnership will prepare general education and special education teachers, including early childhood educators, to support positive learning outcomes and social and emotional development for students who have experienced trauma (including students who are involved in the foster care or juvenile justice systems or runaway or homeless youth) and in alternative education settings in which high populations of youth with trauma exposure may learn (including settings for correctional education, juvenile justice, pregnant and parenting students, or youth who have re-entered school after a period of absence due to dropping out); ; in subsection (d)(1)(A)(i)— in subclause (II), by striking and after the semicolon; by redesignating subclause
(III)as subclause (IV); and by inserting after subclause
(II)the following: such teachers, including early childhood educators, to adopt evidence-based approaches for improving behavior (such as positive behavior interventions and supports and restorative justice), supporting social and emotional learning, mitigating the effects of trauma, improving the learning environment in the school, preventing secondary trauma, compassion fatigue, and burnout, and for alternatives to suspensions, expulsions, corporal punishment, referrals to law enforcement, and other actions that remove students from the learning environment; and ; and in subsection (d), by adding at the end the following: Developing the teaching skills of prospective and, as applicable, new, early childhood, elementary school, and secondary school teachers to adopt evidence-based trauma-informed teaching strategies— to— recognize the signs of trauma and its impact on learning; maximize student engagement and promote the social and emotional development of students; and implement alternative practices to suspension and expulsion that do not remove students from the learning environment; and including programs training teachers, including early childhood educators, to work with students with exposure to traumatic events (including students involved in the foster care or juvenile justice systems or runaway and homeless youth) and in alternative academic settings for youth unable to participate in a traditional public school program in which high populations of students with trauma exposure may learn (such as students involved in the foster care or juvenile justice systems, pregnant and parenting students, runaway and homeless students, and other youth who have re-entered school after a period of absence due to dropping out). . Section 203(b)(2) of the Higher Education Act of 1965 ( 20 U.S.C. 1022b(b)(2) ) is amended— in subparagraph (A), by striking and after the semicolon; in subparagraph (B), by striking the period at the end and inserting ; and ; and by adding at the end the following: to eligible partnerships that have a high-quality proposal for trauma training programs for general education and special education teachers, including early childhood educators. . Section 202(f)(1)(B) of the Higher Education Act of 1965 ( 20 U.S.C. 1022a(f)(1)(B) ) is amended— in clause (v), by striking and at the end; in clause (vi), by striking the period and inserting ; and ; and by adding at the end the following: identify students who have experienced trauma and connect those students with appropriate school-based or community-based interventions and services. .
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