Sec. 2. Trauma-informed practices

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A research copy — for the controlling text, always check the official state or federal source. Not legal advice.

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 professional development that promotes a shared understanding among teachers, teachers assistants, school leaders, paraprofessionals, specialized instructional support personnel, and other staff that— adverse and potentially traumatic experiences are common among students; trauma can impact student learning, behavior, and relationships in school; adverse and potentially traumatic experiences do not inherently undermine the capabilities of students to reach high expectations in academics and life; school-wide learning environments where all students and adults feel safe, welcomed, and supported can enable students to succeed despite adverse and potentially traumatic experiences; and services, supports, and programs provided to meet individual student needs should be trauma informed, where appropriate, and increase student connection to the school-wide learning environment; adoption of disciplinary procedures and practices that— accompany disciplinary actions with holistic assessments and positive behavioral interventions and supports to address the underlying causes of student behavior, including trauma; avoid harsh, punitive, or 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 ( 20 U.S.C. 1400 et seq. ); and activities that engage teachers, teachers assistants, school leaders, paraprofessionals, specialized instructional support personnel, other staff, and families in a process of school-based planning to— promote a school-wide culture of acceptance; help all students feel safe and connected to the school community; support all students to form positive relationships with adults and peers, understand and manage emotions, achieve success academically and in extra-curricular areas, and experience physical and psychological health and well-being; promote teamwork and effective communication among all staff and shared responsibility for every student; integrate evidence-based practices that build social-emotional skills into rigorous academic instruction; and recognize and prevent adult implicit bias. . Section 1111(g)(1)(C) of the Elementary and Secondary Education Act of 1965 ( 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 such Act ( 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), respectively; 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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