Protecting our Students in Schools Act of 2025
A BILL
To prohibit the use of corporal punishment in schools, and for other purposes.
Sec. 2 Purposes
The purposes of this Act are to—
eliminate the use of corporal punishment in schools;
ensure, regardless of sexual orientation, gender identity or expression, sex, race, color, national origin, disability, or religion, the health and safety of all students and program personnel in schools and promote a positive school climate and culture;
assist States, local educational agencies, and schools in improving school climate and culture by implementing positive behavioral interventions and supports, and other models (including models such as restorative justice interventions, trauma-informed care, multi-tiered system of supports, crisis and de-escalation interventions, implicit bias training, and culturally responsive teaching), to address student behavior and work to eliminate the use of exclusionary and aversive discipline practices or interventions;
ensure all program personnel have the supports and training necessary to implement positive behavioral interventions and supports and other models to address student behavior and improve school climate and culture; and
collect and analyze data on exclusionary and aversive discipline practices or interventions in schools.
Sec. 3 Definitions
In this Act:
Corporal punishment— The term corporal punishment means, with respect to a student, a deliberate act which causes the student to feel physical pain for the purpose of discipline, including an act of physical force, such as striking, spanking, or paddling, inflicted on a student’s body, requiring a student to assume a painful physical position, or the use of chemical sprays, electroshock weapons, or stun guns on a student’s body.
ESEA terms— The terms elementary school, evidence-based, local educational agency, outlying area, parent, secondary school, Secretary, State, and State educational agency have the meanings given the terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).
Exclusionary discipline— The term exclusionary discipline means any type of disciplinary action that removes or excludes a student from the student’s usual educational setting, or from access to education services, including such disciplinary actions as in-school suspensions, out-of-school suspensions, expulsions, or any other removal, however labeled, that results in lost instructional time for the student.
Model— The term model means an activity, strategy, framework, or intervention that is evidence-based, to the extent practicable.
Positive behavioral interventions and supports— The term positive behavioral interventions and supports—
means a schoolwide, systematic approach that embeds evidence-based practices and data-driven decision making to improve school climate and culture in order to achieve improved academic and social outcomes and increase learning for all students (including students with the most complex and intensive behavioral needs); and
encompasses a range of systemic and individualized positive strategies to teach and reinforce school-expected behaviors, while discouraging and diminishing undesirable behaviors.
Program— The term program means—
all of the operations of a local educational agency, system of vocational education, or other school system;
a program that serves children who receive services for which financial assistance is provided in accordance with the Head Start Act (42 U.S.C. 9831 et seq.); or
an elementary school or secondary school that is not a public school that enrolls a student who receives special education and related services under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.).
Program personnel—
In General— Subject to subparagraph (B), the term program personnel means any agent of a program, including an individual who is employed by a program, or who performs services for a program on a contractual basis, including—
school leaders;
teachers;
specialized instructional support personnel;
paraprofessionals; or
other staff.
Exclusion— Notwithstanding subparagraph (A), program personnel shall not include a law enforcement officer or a school security guard.
Protection and advocacy system— The term protection and advocacy system means a protection and advocacy system established under section 143 of the Developmental Disabilities Assistance and Bill of Rights Act of 2000 (42 U.S.C. 15043).
Law enforcement officer— The term law enforcement officer—
means any person who—
is a State, Tribal, or local law enforcement officer (as defined in section 1204 of title I of the Omnibus Crime Control and Safe Streets Act of 1968 (34 U.S.C. 10284)); and
is assigned by the employing law enforcement agency to a program, who is contracting with a program, or who is employed by a program; and
includes an individual referred to as a “school resource officer” if that individual meets the definition in subparagraph (A).
School security guard— The term school security guard means an individual who is not a sworn law enforcement officer and who is responsible for addressing one or more of the following safety and crime prevention activities in and around a program:
Assisting program personnel in safety incidents.
Educating students in crime and illegal drug use prevention and safety.
Developing or expanding community justice initiatives for students.
Training students in conflict resolution and supporting restorative justice programs.
Serving as a liaison between the program and outside agencies, including other law enforcement agencies.
Screening students or visitors to the program for prohibited items.
Student— The term student means an individual enrolled in a program.