Trauma-Informed Schools Act of 2022
This bill provides for the use of trauma-informed practices in public elementary and secondary schools and allows states to use certain federal funds to train teachers and other staff in such practices.
The bill defines trauma-informed practices to include
[Congressional Bills 117th Congress]
[From the U.S. Government Publishing Office]
[H.R. 8494 Introduced in House (IH)]
<DOC>
117th CONGRESS
2d Session
H. R. 8494
To amend the Elementary and Secondary Education Act of 1965 to provide
criteria for use of Federal funds to support trauma-informed practices
in schools, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
July 26, 2022
Ms. Clark of Massachusetts (for herself, Mr. Fitzpatrick, and Mr.
Quigley) introduced the following bill; which was referred to the
Committee on Education and Labor
_______________________________________________________________________
A BILL
To amend the Elementary and Secondary Education Act of 1965 to provide
criteria for use of Federal funds to support trauma-informed practices
in schools, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Trauma-Informed Schools Act of
2022''.
SEC. 2. TRAUMA-INFORMED PRACTICES.
(a) Definition.--Section 8101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801) is amended--
(1) by redesignating paragraphs (51) and (52) as paragraphs
(52) and (53), respectively; and
(2) by inserting after paragraph (50) the following:
``(51) Trauma-informed practices.--The term `trauma-
informed practices' means--
``(A) evidence-based professional development that
promotes a shared understanding among teachers,
teachers assistants, school leaders, paraprofessionals,
specialized instructional support personnel, and other
staff that--
``(i) adverse and potentially traumatic
experiences are common among students;
``(ii) trauma can impact student learning,
behavior, and relationships in school;
``(iii) adverse and potentially traumatic
experiences do not inherently undermine the
capabilities of students to reach high
expectations in academics and life;
``(iv) 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
``(v) 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;
``(B) adoption of disciplinary procedures and
practices that--
``(i) accompany disciplinary actions with
holistic assessments and positive behavioral
interventions and supports to address the
underlying causes of student behavior,
including trauma;
``(ii) avoid harsh, punitive, or
exclusionary disciplinary practices;
``(iii) utilize evidence-based restorative
practices that build a culture of trust; and
``(iv) 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.); and
``(C) 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--
``(i) promote a school-wide culture of
acceptance;
``(ii) help all students feel safe and
connected to the school community;
``(iii) 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;
``(iv) promote teamwork and effective
communication among all staff and shared
responsibility for every student;
``(v) integrate evidence-based practices
that build social-emotional skills into
rigorous academic instruction; and
``(vi) recognize and prevent adult implicit
bias.''.
(b) State Plan.--Section 1111(g)(1)(C) of such Act (20 U.S.C.
6311(g)(1)(C)) is amended--
(1) by striking ``reducing'';
(2) in clause (i), by inserting ``reducing'' before
``incidences'';
(3) in clause (ii)--
(A) by inserting ``reducing'' before ``the
overuse''; and
(B) by striking ``and'';
(4) in clause (iii)--
(A) by inserting ``reducing'' before ``the use'';
and
(B) by inserting ``and'' after ``safety;''; and
(5) by adding at the end the following:
``(iv) increasing the prevalence of trauma-
informed practices;''.
(c) Plan Provisions.--Section 1112(b) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6312(b)) is amended--
(1) by redesignating paragraphs (12) and (13) as paragraphs
(13) and (14), respectively; and
(2) by inserting after paragraph (11) the following:
``(12) how the local educational agency will support
efforts to increase the prevalence of trauma-informed
practices;''.
(d) Schoolwide Program.--Section 1114(b)(7)(A)(iii) of such Act (20
U.S.C. 6314(b)(7)(A)(iii)) is amended--
(1) in subclause (IV), by striking at the end ``and''; and
(2) by adding at the end the following:
``(VI) the implementation of
trauma-informed practices; and''.
(e) Training.--Section 2101 of such Act (20 U.S.C. 6611) is
amended--
(1) in subsection (c)(4)(B)--
(A) by redesignating clauses (xv) through (xxi) as
clauses (xvi) through (xxii), respectively; and
(B) by inserting after clause (xiv) the following:
``(xv) Providing training for all teachers,
school leaders, paraprofessionals, and
specialized instructional support personnel on
trauma-informed practices.''; and
(2) in subsection (d)(2)--
(A) by redesignating subparagraphs (K) through (M)
as subparagraphs (L) through (N) respectively; and
(B) by inserting after subparagraph (J) the
following:
``(K) A description of how the State educational
agency will use funds under this part to increase the
prevalence of trauma-informed practices.''.
(f) Local Use of Funds.--Section 2103(b)(3)(I) of such Act (20
U.S.C. 6613(b)(3)(I)) is amended--
(1) by redesignating clauses (i) through (iv) as clauses
(ii) through (v); and
(2) by inserting before clause (ii), as redesignated, the
following:
``(i) trauma-informed practices;''.
(g) State Activities.--Section 4104(b)(3)(B)(ii) of such Act (20
U.S.C. 7114(b)(3)(B)(ii)) is amended--
(1) in subclause (I), by striking at the end ``or'';
(2) in subclause (II), by inserting ``or'' at the end; and
(3) by inserting at the end the following:
``(III) increase the prevalence of
trauma-informed practices;''.
(h) State Application.--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;''.
(i) Description of Plan.--Section 4303(f)(1)(A)(viii) of such Act
(20 U.S.C. 7221b(f)(1)(A)(viii)) is amended--
(1) in subclause (I), by striking at the end ``and'';
(2) in subclause (II), by inserting ``and'' at the end; and
(3) by inserting at the end the following:
``(III) adopting trauma-informed
practices.''.
(j) Application Requirements.--Section 4305(b)(3)(B)(ii) of such
Act (20 U.S.C. 7221d(b)(3)(B)(ii)) is amended--
(1) in subclause (II), by striking ``and'';
(2) in subclause (III), by inserting ``and'' at the end;
and
(3) by inserting at the end the following:
``(IV) the discipline practices
that will be used, including a
description of whether such practices
are consistent with trauma-informed
practices;''.
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Education and Labor.
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