Section 1 Short title
This Act may be cited as the “Trauma-Informed Schools Act of 2019”.
Trauma-Informed Schools Act of 2019
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.
Sec. 2 Trauma-informed practices
Definition— 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:
“(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) traumatic experiences are common among students;
“(ii) trauma can impact student learning, behavior, and relationships in school;
“(iii) 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 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, and other staff 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.”
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:
“(iv) increasing the prevalence of trauma-informed practices;”
Plan provisions— 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:
“(12) how the local educational agency will support efforts to increase the prevalence of trauma-informed practices;”
Schoolwide program— 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:
“(VI) the implementation of trauma-informed practices; and”
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:
“(xv) Providing training for all teachers, school leaders, paraprofessionals, and specialized instructional support personnel on trauma-informed practices.”
in subsection (d)(2)—
by redesignating subparagraphs (K) through (M) as subparagraphs (L) through (N) respectively; and
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.”
by redesignating clauses (i) through (iv) as clauses (ii) through (v); and
by inserting before clause (ii), as redesignated, the following:
“(i) trauma-informed practices;”
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:
“(III) increase the prevalence of trauma-informed practices;”
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;”.
Description of plan— 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:
“(III) adopting trauma-informed practices.”
Application requirements— 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:
“(IV) the discipline practices that will be used, including a description of whether such practices are consistent with trauma-informed practices;”