‘‘(2) submit to the Secretary an application at 
such time, in such manner, and containing such in-
formation as the Secretary may require. 
‘‘(c) USE OF GRANT.—An entity shall use amounts 
received under a grant under this section to establish 
statewide training institutes or centers of excellence for 
licensed clinical social workers, licensed professional coun-
selors, licensed marriage and family therapists, clinical 
psychologists, child psychiatrists, school psychologists, 
nurses, and developmental and behavioral pediatricians on 
infant and early childhood clinical mental health, with an 
emphasis on screening, assessment, service provision or re-
ferral, prevention, and treatment for infants and children 
who have experienced or are at risk of experiencing trau-
ma, as well as prevention of secondary trauma, through— 
‘‘(1) the provision of community-based and cul-
turally sensitive training and supervision in evi-
dence-based assessment, diagnosis, and treatment, 
which may be conducted through partnership with 
qualified community-based organizations; 
‘‘(2) the development of graduate education 
training tracks; 
‘‘(3) the provision of scholarships and stipends, 
including to enhance recruitment from under-rep-
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resented populations in the mental health workforce; 
and 
‘‘(4) the provision of mid-career training to de-
velop the capacity of existing health practitioners. 
‘‘(d) AUTHORIZATION OF APPROPRIATIONS.—There 
is authorized to be appropriated to carry out this section, 
$25,000,000 for each of fiscal years 2020 through 2024.’’. 
SEC. 204. TRAUMA-INFORMED TEACHING AND SCHOOL 
LEADERSHIP. 
(a) PARTNERSHIP GRANTS.—Section 202 of the 
Higher Education Act of 1965 (20 U.S.C. 1022a) is 
amended— 
(1) in subsection (b)(6)— 
(A) by redesignating subparagraphs (H) 
through (K) as subparagraphs (I) through (L), 
respectively; and 
(B) by inserting after subparagraph (G) 
the following: 
‘‘(H) how the partnership will prepare gen-
eral education and special education teachers, 
including early childhood educators, to support 
culturally sensitive positive learning outcomes 
and social and emotional development for stu-
dents who have experienced trauma (including 
students who are involved in the foster care or 
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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 cor-
rectional education, juvenile justice, pregnant 
and parenting students, or youth who have re- 
entered school after a period of absence due to 
dropping out);’’; 
(2) in subsection (d)(1)(A)(i)— 
(A) in subclause (II), by striking ‘‘and’’ 
after the semicolon; 
(B) by redesignating subclause (III) as 
subclause (IV); and 
(C) by inserting after subclause (II) the 
following: 
‘‘(III) such teachers, including 
early childhood educators, to adopt 
culturally sensitive, evidence-based ap-
proaches for improving behavior (such 
as positive behavior interventions and 
supports and restorative justice), sup-
porting social and emotional learning, 
mitigating the effects of trauma, im-
proving the learning environment in 
the school, preventing secondary trau-
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ma, compassion fatigue, and burnout, 
and for alternatives to suspensions, 
expulsions, corporal punishment, re-
ferrals to law enforcement, and other 
actions that remove students from the 
learning environment; and’’; and 
(3) in subsection (d), by adding at the end the 
following: 
‘‘(7) TRAUMA-INFORMED PRACTICE AND WORK 
IN
ALTERNATIVE
EDUCATION
SETTINGS.—Devel-
oping the teaching skills of prospective and, as appli-
cable, new, early childhood, elementary school, and 
secondary school teachers to adopt evidence-based 
and culturally sensitive, trauma-informed teaching 
strategies— 
‘‘(A) to— 
‘‘(i) recognize the signs of trauma and 
its impact on learning; 
‘‘(ii) maximize student engagement 
and promote the social and emotional de-
velopment of students; and 
‘‘(iii) implement alternative practices 
to suspension and expulsion that do not re-
move students from the learning environ-
ment; and 
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‘‘(B) 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 tra-
ditional public school program in which high 
populations of students with trauma exposure 
may learn (such as students involved in the fos-
ter 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).’’. 
(b) 
ADMINISTRATIVE
PROVISIONS.—Section 
203(b)(2) of the Higher Education Act of 1965 (20 
U.S.C. 1022b(b)(2)) is amended— 
(1) in subparagraph (A), by striking ‘‘and’’ 
after the semicolon; 
(2) in subparagraph (B), by striking the period 
at the end and inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(C) to eligible partnerships that have a 
high-quality proposal for trauma training pro-
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