I 
117TH CONGRESS 
1ST SESSION H. R. 1234 
To end the use of corporal punishment in schools, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 23, 2021 
Mr. HASTINGS (for himself, Mr. COHEN, Ms. GARCIA of Texas, Mrs. HAYES, 
Ms. PINGREE, and Ms. WILSON of Florida) introduced the following bill; 
which was referred to the Committee on Education and Labor 
A BILL 
To end the use of corporal punishment in schools, and for 
other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Ending Corporal Pun-
ishment in Schools Act of 2021’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) Behavioral interventions for children must 
promote the right of all children to be treated with 
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dignity. All children have the right to be free from 
any corporal punishment. 
(2) Safe, effective, evidence-based strategies are 
available to support children who display challenging 
behaviors in school settings. 
(3) School personnel have the right to work in 
a safe environment and should be provided training 
and support to prevent injury and trauma to them-
selves and others. 
(4) According to the Department of Education’s 
Technical Assistance Center on School-Wide Positive 
Behavior Interventions and Support, outcomes asso-
ciated with school-wide positive behavior support are: 
decreased office discipline referrals, increased in-
structional time, decreased administrator time spent 
on discipline issues, efficient and effective use of 
scarce resources, and increased perception of school 
safety and sustainability through a team approach. 
(5) Every 30 seconds during the school year, a 
public school student is corporally punished. 
(6) Nineteen States continue to permit corporal 
punishment in public schools. 
(7) According to Department of Education sta-
tistics, each year in the United States, hundreds of 
thousands of school children are subjected to cor-
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poral punishment in public schools. School corporal 
punishment is usually executed in the form of ‘‘pad-
dling’’, or striking students with a wooden paddle on 
their buttocks or legs, which can result in abrasions, 
bruising, severe muscle injury, hematomas, whiplash 
damage, life-threatening hemorrhages, and other 
medical complications that may require hospitaliza-
tion. 
(8) Gross racial disparity exists in the execution 
of corporal punishment of public school children, and 
African-American schoolchildren are disproportion-
ately corporally punished. The most recent available 
statistics show that African-American students make 
up 18 percent of the national student population, 
but comprise 40 percent of all students subjected to 
physical punishment at school. Black children are 
nearly two-and-a-half times more likely to be cor-
porally punished than White children, and nearly 
eight times more likely to be corporally punished 
than Hispanic children. 
SEC. 3. PURPOSES. 
The purposes of this Act are to— 
(1) eliminate the use of corporal punishment in 
schools; 
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(2) ensure the safety of all students and school 
personnel in schools and promote a positive school 
culture and climate; and 
(3) assist States, local educational agencies, 
and schools in identifying and implementing effective 
evidence-based models to prevent and reduce— 
(A) corporal punishment in schools; and 
(B) aversive behavior interventions that 
compromise health. 
SEC. 4. PROHIBITION AGAINST CORPORAL PUNISHMENT. 
Subpart 4 of part C of the General Education Provi-
sions Act (20 U.S.C. 1232f et seq.) is amended by adding 
at the end the following: 
‘‘SEC. 448. PROHIBITION AGAINST CORPORAL PUNISH-
MENT. 
‘‘(a) GENERAL PROHIBITION.—No funds shall be 
made available under any applicable program to any edu-
cational agency or institution, including a local edu-
cational agency or State educational agency, that has a 
policy or practice which allows school personnel to inflict 
corporal punishment upon a student— 
‘‘(1) as a form of punishment; or 
‘‘(2) for the purpose of modifying undesirable 
behavior. 
‘‘(b) LOCAL EDUCATIONAL AGENCIES.— 
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‘‘(1) IN GENERAL.—In the case of an applicable 
program under which a local educational agency may 
only receive funds through a State educational agen-
cy that is prohibited under subsection (a) from re-
ceiving funds under any applicable program, a local 
educational agency that is not prohibited under sub-
section (a) from receiving such funds may apply di-
rectly to the Secretary to receive funds under the 
program. 
‘‘(2) CERTIFICATION.—Each local educational 
agency applying directly to the Secretary under 
paragraph (1) shall certify in such application that 
the agency is not prohibited under subsection (a) 
from receiving funds under any applicable program. 
‘‘(c) RULE OF CONSTRUCTION.—Nothing in this sec-
tion shall be construed to preclude school personnel from 
using, within the scope of employment, reasonable re-
straint to the lightest possible degree upon a student, if— 
‘‘(1) the student’s behavior poses an imminent 
danger of physical injury to the student, school per-
sonnel, or others; 
‘‘(2) less restrictive interventions would be inef-
fective in stopping such imminent danger of physical 
injury; and 
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thereafter, each State educational agency shall submit to 
the Secretary a State plan that provides— 
(1) assurances to the Secretary that the State 
has in effect policies and procedures that eliminate 
the use of corporal punishment in schools; 
(2) a description of the State’s policies and pro-
cedures; and 
(3) a description of the State plans to ensure 
school personnel and parents, including private 
school personnel and parents, are aware of the 
State’s policies and procedures. 
(b) ENFORCEMENT.— 
(1) IN GENERAL.— 
(A) USE OF REMEDIES.—If a State edu-
cational agency fails to comply with subsection 
(a), the Secretary shall— 
(i) withhold, in whole or in part, fur-
ther payments under an applicable pro-
gram (as such term is defined in section 
400(c) of the General Education Provi-
sions Act (20 U.S.C. 1221)) in accordance 
with section 455 of such Act (20 U.S.C. 
1234d); 
(ii) enter into a compliance agreement 
in accordance with section 457 of the Gen-
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eral Education Provisions Act (20 U.S.C. 
1234f); or 
(iii) issue a complaint to compel com-
pliance of the State educational agency 
through a cease and desist order, in the 
same manner the Secretary is authorized 
to take such action under section 456 of 
the General Education Provisions Act (20 
U.S.C. 1234e). 
(B) CESSATION
OF
WITHHOLDING
OF 
FUNDS.—Whenever the Secretary determines 
(whether by certification or other appropriate 
evidence) that a State educational agency that 
is subject to the withholding of payments under 
subparagraph (A)(i) has cured the failure pro-
viding the basis for the withholding of pay-
ments, the Secretary shall cease the withholding 
of payments with respect to the State edu-
cational agency under such subparagraph. 
(2) RULE OF CONSTRUCTION.—Nothing in this 
subsection shall be construed to limit the Secretary’s 
authority under the General Education Provisions 
Act (20 U.S.C. 1221 et seq.). 
(c) RULE OF CONSTRUCTION.—Nothing in this sec-
tion shall be construed to preclude school personnel from 
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using, within the scope of employment, reasonable re-
straint to the lightest possible degree upon a student, if— 
(1) the student’s behavior poses an imminent 
danger of physical injury to the student, school per-
sonnel, or others; 
(2) less restrictive interventions would be inef-
fective in stopping such imminent danger of physical 
injury; and 
(3) the reasonable restraint ends immediately 
upon the cessation of the conditions described in 
paragraphs (1) and (2). 
SEC. 6. GRANT AUTHORITY. 
(a) IN GENERAL.—From the amount appropriated 
under section 11, the Secretary may award grants to State 
educational agencies to assist the agencies in improving 
school climate and culture by implementing school-wide 
positive behavior support approaches. 
(b) DURATION OF GRANT.—A grant under this sec-
tion shall be awarded to a State educational agency for 
a 3-year period. 
(c) APPLICATION.—Each State educational agency 
desiring a grant under this section shall submit an appli-
cation to the Secretary at such time, in such manner, and 
accompanied by such information as the Secretary may 
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require, including information on how the State edu-
cational agency— 
(1) will develop State training programs on 
school-wide positive behavior support approaches, 
such as training programs developed with the assist-
ance of the Secretary (acting through the Office of 
Special Education Programs Technical Assistance 
Center on Positive Behavioral Interventions and 
Supports of the Department of Education); and 
(2) will target resources to schools and local 
educational agencies in need of assistance related to 
improving school culture and climate through posi-
tive behavior supports. 
(d) AUTHORITY TO MAKE SUBGRANTS.— 
(1) IN GENERAL.—A State educational agency 
receiving a grant under this section may use such 
grant funds to award subgrants, on a competitive 
basis, to local educational agencies. 
(2) APPLICATION.—A local educational agency 
desiring to receive a subgrant under this section 
shall submit an application to the applicable State 
educational agency at such time, in such manner, 
and containing such information as the State edu-
cational agency may require. 
(e) PRIVATE SCHOOL PARTICIPATION.— 
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(1) IN GENERAL.—A local educational agency 
receiving subgrant funds under this section shall, 
after timely and meaningful consultation with appro-
priate private school officials, ensure that private 
school personnel can participate, on an equitable 
basis, in activities supported by funds under this 
section. 
(2) PUBLIC CONTROL OF FUNDS.—The control 
of funds provided under this section, and title to ma-
terials, equipment, and property purchased with 
such funds, shall be in a public agency, and a public 
agency shall administer such funds, materials, equip-
ment, and property. 
(f) REQUIRED ACTIVITIES.—A State educational 
agency receiving a grant, or a local educational agency re-
ceiving a subgrant, under this section shall use such grant 
or subgrant funds to carry out the following: 
(1) Developing and implementing high-quality 
professional development and training programs, 
such as training programs developed with the assist-
ance of the Secretary (acting through the Office of 
Special Education Programs Technical Assistance 
Center on Positive Behavioral Interventions and 
Supports of the Department of Education), to imple-
ment 
evidence-based 
systematic 
approaches 
to 
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school-wide positive behavior supports, including im-
proving coaching, facilitation, and training capacity 
for principals and other administrators, teachers, 
specialized instructional support personnel, and 
other staff. 
(2) Providing technical assistance to develop 
and implement evidence-based systematic approaches 
to school-wide positive behavior supports, including 
technical assistance for data-driven decisionmaking 
related to behavioral supports and interventions in 
the classroom and throughout common areas. 
(3) Researching, evaluating, and disseminating 
high-quality evidence-based programs and activities 
that implement school-wide positive behavior sup-
ports with fidelity. 
(4) Supporting other local positive behavior 
support implementation activities consistent with 
this subsection, including outreach to families and 
community agencies and providers, such as mental 
health authorities. 
(g) EVALUATION AND REPORT.—Each State edu-
cational agency receiving a grant under this section shall, 
at the end of the 3-year grant period for such grant, pre-
pare and submit to the Secretary, a report that— 
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(1) evaluates the State’s progress toward devel-
oping and implementing evidence-based systematic 
approaches to school-wide positive behavior supports; 
and 
(2) includes such information as the Secretary 
may require. 
(h) DEPARTMENT
OF
THE INTERIOR.—From the 
amount appropriated under section 11, the Secretary may 
allocate funds to the Secretary of the Interior for activities 
under this section with respect to schools operated or 
funded by the Department of the Interior, under such 
terms as the Secretary of Education may prescribe. 
SEC. 7. NATIONAL ASSESSMENT. 
(a) NATIONAL ASSESSMENT.—The Secretary shall 
carry out a national assessment to— 
(1) determine compliance with the requirements 
of this Act; and 
(2) identify best practices with respect to pro-
fessional development and training programs carried 
out under section 6, which shall include identifying 
evidence-based school personnel training models with 
demonstrated success (including models that empha-
size positive behavior supports and de-escalation 
techniques over physical intervention). 
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(b) REPORT.—The Secretary shall submit to the 
Committee on Education and Labor of the House of Rep-
resentatives and the Committee on Health, Education, 
Labor, and Pensions of the Senate— 
(1) an interim report that summarizes the pre-
liminary findings of the assessment described in sub-
section (a) not later than 3 years after the date of 
enactment of this Act; and 
(2) a final report of the findings of the assess-
ment not later than 5 years after the date of the en-
actment of this Act. 
SEC. 8. PROTECTION AND ADVOCACY SYSTEMS. 
Protection and Advocacy Systems shall have the au-
thority provided under section 143 of the Developmental 
Disabilities Assistance and Bill of Rights Act of 2000 (42 
U.S.C. 15043) to investigate, monitor, and enforce protec-
tions provided for students under this Act and the amend-
ments made by this Act. 
SEC. 9. LIMITATION OF AUTHORITY. 
(a) IN GENERAL.—Nothing in this Act shall be con-
strued to restrict or limit, or allow the Secretary to restrict 
or limit, any other rights or remedies otherwise available 
to students or parents under Federal, State, or local law 
or regulation. 
(b) APPLICABILITY.— 
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(1) PRIVATE SCHOOLS.—Nothing in this Act 
shall be construed to affect any private school that 
does not receive, or does not serve students who re-
ceive, support in any form from any program sup-
ported, in whole or in part, with funds appropriated 
to the Department of Education. 
(2) HOME SCHOOLS.—Nothing in this Act shall 
be construed to— 
(A) affect a home school, whether or not a 
home school is treated as a private school or 
home school under State law; or 
(B) consider parents who are schooling a 
child at home as school personnel. 
SEC. 10. RULE OF CONSTRUCTION ON DATA COLLECTION. 
Nothing in this Act shall be construed to affect the 
collection of information or data with respect to corporal 
punishment authorized under the statutes and regulations 
implementing title VI of the Civil Rights Act of 1964 (42 
U.S.C. 2000d et seq.), title IX of the Education Amend-
ments of 1972 (20 U.S.C. 1681 et seq.), section 504 of 
the Rehabilitation Act of 1973 (29 U.S.C. 794 et seq.), 
or the Department of Education Organization Act (20 
U.S.C. 3401 et seq.). 
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SEC. 11. AUTHORIZATION OF APPROPRIATIONS. 
There are authorized to be appropriated such sums 
as may be necessary to carry out this Act for fiscal year 
2021 and each of the 4 succeeding fiscal years. 
SEC. 12. DEFINITIONS. 
In this Act: 
(1) CORPORAL PUNISHMENT.—The term ‘‘cor-
poral punishment’’ means paddling, spanking, or 
other forms of physical punishment, however light, 
imposed upon a student. 
(2) 
EDUCATIONAL
SERVICE
AGENCY.—The 
term ‘‘educational service agency’’ has the meaning 
given such term in section 8101(18) of the Elemen-
tary and Secondary Education Act of 1965 (20 
U.S.C. 7801(18)). 
(3) ELEMENTARY SCHOOL.—The term ‘‘elemen-
tary school’’ has the meaning given the term in sec-
tion 8101(19) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7801(19)). 
(4) LOCAL EDUCATIONAL AGENCY.—The term 
‘‘local educational agency’’ has the meaning given 
the term in section 8101(30) of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 
7801(30)). 
(5) PARENT.—The term ‘‘parent’’ has the 
meaning given the term in section 8101(38) of the 
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Elementary and Secondary Education Act of 1965 
(20 U.S.C. 7801(38)). 
(6) POSITIVE BEHAVIOR SUPPORTS.—The term 
‘‘positive behavior supports’’ means a systematic ap-
proach to embed evidence-based practices and data- 
driven decision making to improve school climate 
and culture, including a range of systemic and indi-
vidualized strategies to reinforce desired behaviors 
and diminish reoccurrence of problem behaviors, in 
order to achieve improved academic and social out-
comes and increase learning for all students, includ-
ing those with the most complex and intensive be-
havioral needs. 
(7) PROTECTION AND ADVOCACY SYSTEM.—The 
term ‘‘protection and advocacy system’’ means a 
protection and advocacy system established under 
section 143 of the Developmental Disabilities Assist-
ance and Bill of Rights Act of 2000 (42 U.S.C. 
15043). 
(8) SCHOOL.—The term ‘‘school’’ means an en-
tity— 
(A) that— 
(i) is a public or private— 
(I) day or residential elementary 
school or secondary school; or 
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(II) early childhood, elementary 
school, or secondary school program 
that is under the jurisdiction of a 
school, local educational agency, edu-
cational service agency, or other edu-
cational institution or program; and 
(ii) receives, or serves students who 
receive, support in any form from any pro-
gram supported, in whole or in part, with 
funds appropriated to the Department of 
Education; or 
(B) that is a school funded or operated by 
the Department of the Interior. 
(9) SPECIALIZED
INSTRUCTIONAL
SUPPORT 
PERSONNEL.—The term ‘‘specialized instructional 
support personnel’’ means school counselors, school 
social workers, school nurses, school psychologists, 
and other qualified professional personnel involved in 
providing assessment, diagnosis, counseling, edu-
cational, health, therapeutic, and other necessary 
corrective or supportive services. 
(10) SECONDARY
SCHOOL.—The term ‘‘sec-
ondary school’’ has the meaning given the term in 
section 8101(45) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7801(45)). 
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