‘‘(c) USE OF GRANT.—An entity shall use amounts 
received under a grant under this section to establish 
training institutes to— 
‘‘(1) equip aspiring and current mental health 
professionals, including clinical social workers, pro-
fessional counselors, marriage and family therapists, 
clinical psychologists, child psychiatrists, school psy-
chologists, school counselors, school social workers, 
nurses, home visitors, community health workers, 
and developmental and behavioral pediatricians with 
specialization in infant and early childhood clinical 
mental health, and those pursuing certification or li-
censure in such professions; and 
‘‘(2) emphasize equipping trainees with cul-
turally responsive skills in prevention, mental health 
consultation, screening, assessment, diagnosis, and 
treatment for infants and children, and their parents 
as appropriate, who have experienced or are at risk 
of experiencing trauma, including from intergenera-
tional poverty, civil unrest, discrimination, or oppres-
sion, exposure to violence or overdose, as well as pre-
vention of secondary trauma, through— 
‘‘(A) the provision of community-based 
training and supervision in evidence-based as-
sessment, diagnosis, and treatment, which may 
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be conducted through partnership with qualified 
community-based organizations; 
‘‘(B) the development of graduate edu-
cation training tracks; 
‘‘(C) the provision of scholarships, sti-
pends, and trainee supports, including to en-
hance recruitment, retention, and career place-
ment of students from populations under-rep-
resented populations in the mental health work-
force; and 
‘‘(D) the provision of mid-career training 
to develop the capacity of existing health practi-
tioners. 
‘‘(d) AUTHORIZATION OF APPROPRIATIONS.—There 
is authorized to be appropriated to carry out this section, 
$25,000,000 for each of fiscal years 2022 through 2026.’’. 
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 
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(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 
positive learning outcomes and social and emo-
tional development for students who have expe-
rienced trauma (including students who are in-
volved in the foster care or juvenile justice sys-
tems or runaway or homeless youth) and in al-
ternative education settings in which high popu-
lations of youth with trauma exposure may 
learn (including settings for correctional edu-
cation, juvenile justice, pregnant, expecting and 
parenting students, or youth who have re-en-
tered 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: 
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‘‘(III) such teachers, including 
early childhood educators, to adopt 
evidence-based approaches for improv-
ing behavior (such as positive behavior 
interventions and supports and restor-
ative justice practices), supporting so-
cial and emotional learning, miti-
gating the effects of trauma, improv-
ing the learning environment in the 
school, preventing secondary trauma, 
compassion fatigue, and burnout, and 
for alternatives to punitive discipline 
practices, including suspensions, ex-
pulsions, corporal punishment, refer-
rals to law enforcement, and other ac-
tions that remove students from the 
learning environment; and’’; and 
(3) in subsection (d), by adding at the end the 
following: 
‘‘(7) TRAUMA-INFORMED AND RESILIENCE-FO-
CUSED PRACTICE AND WORK IN ALTERNATIVE EDU-
CATION SETTINGS.—Developing the teaching skills 
of prospective and, as applicable, new, early child-
hood, elementary school, and secondary school teach-
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ers to adopt evidence-based trauma-informed and re-
silience-focused 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; 
‘‘(iii) implement alternative practices 
to suspension and expulsion that do not re-
move students from the learning environ-
ment; and 
‘‘(iv) engage with other school per-
sonnel, including administrators and non-
teaching staff, to foster a shared under-
standing of the items described in clauses 
(i), (ii), and (iii); and 
‘‘(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 
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