I 
119TH CONGRESS 
1ST SESSION H. R. 1111 
To establish a Department of Peacebuilding, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 7, 2025 
Ms. OMAR (for herself, Ms. BONAMICI, Mr. CARSON, Mr. GARCI´A of Illinois, 
Mr. GRIJALVA, Mr. JACKSON of Illinois, Mr. JOHNSON of Georgia, Ms. 
KELLY of Illinois, Mr. MCGOVERN, Ms. MOORE of Wisconsin, Ms. NOR-
TON, Mrs. RAMIREZ, Ms. SCHAKOWSKY, Ms. TLAIB, Ms. VELA´ZQUEZ, 
Mrs. MCIVER, Mrs. WATSON COLEMAN, Mr. SWALWELL, and Mr. TUR-
NER of Texas) introduced the following bill; which was referred to the 
Committee on Oversight and Government Reform 
A BILL 
To establish a Department of Peacebuilding, 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; TABLE OF CONTENTS. 
(a) SHORT TITLE.—This Act may be cited as the 
‘‘Department of Peacebuilding Act of 2025’’. 
(b) TABLE OF CONTENTS.—The table of contents for 
this Act is as follows: 
Sec. 1. Short title; table of contents. 
Sec. 2. Findings. 
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TITLE I—ESTABLISHMENT OF DEPARTMENT OF PEACEBUILDING 
Sec. 101. Establishment of Department of Peacebuilding. 
Sec. 102. Responsibilities and powers. 
Sec. 103. Principal officers. 
Sec. 104. Office of Peace Education and Training. 
Sec. 105. Office of Domestic Peacebuilding Activities. 
Sec. 106. Office of International Peacebuilding Activities. 
Sec. 107. Office of Technology for Peace. 
Sec. 108. Office of Arms Control and Disarmament. 
Sec. 109. Office of Peacebuilding Information and Research. 
Sec. 110. Office of Human Rights and Economic Rights. 
Sec. 111. Intergovernmental Advisory Council on Peace. 
Sec. 112. Federal Interagency Committee on Peace. 
Sec. 113. Staff. 
Sec. 114. Consultation required. 
Sec. 115. Collaboration. 
TITLE II—OTHER MATTERS 
Sec. 201. Legislative recommendations of the Secretary. 
Sec. 202. Peace Days. 
Sec. 203. Definitions. 
Sec. 204. Authorization of appropriations. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) On July 4, 1776, the Second Continental 
Congress unanimously declared the independence of 
the 13 colonies, and the achievement of peace was 
recognized as one of the highest duties of the new 
organization of free and independent States. 
(2) The Constitution of the United States, in 
its preamble, further sets forth the insurance of the 
cause of peace in stating, ‘‘We the People of the 
United States, in Order to form a more perfect 
Union, establish Justice, insure domestic Tran-
quility, provide for the common defense, promote the 
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general Welfare, and secure the Blessings of Liberty 
to ourselves and our Posterity’’. 
(3) According to the Centre for Global Re-
search, the United States has been at war for more 
than 90 percent of its existence. Many of our citi-
zens today have never known a peaceful year in their 
lifetimes. 
(4) Throughout the globe, starvation, rape, de-
nial of media access to conflict zones, and disman-
tling of civic and societal infrastructures, including 
housing and healthcare, are utilized as weapons of 
war. In 2024, UNICEF warned that rape and gen-
der-based violence are often used as weapons of war 
and that 1 out of every 8 girls alive today—some 
370 million people—will experience rape or sexual 
assault before they turn 18. More than 120 million 
individuals have been forcibly displaced worldwide as 
a result of persecution, conflict, violence, and human 
rights violations. 
(5) In the 21st century, the United States has 
spent almost $8 trillion on foreign wars, with nearly 
5 million lives lost. 
(6) The physical, emotional, monetary, and 
other costs of violence are enormous, cut across all 
sectors of society in the United States, dispropor-
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tionately impact people of color, and are inter-
related. 
(7) The Centers for Disease Control and Pre-
vention (CDC) and the National Institutes of Health 
report 1 in 7 children experience some form of child 
abuse or neglect in their lifetimes, nearly 1 in 4 
women report having experienced severe physical vio-
lence from an intimate partner, nearly 1 in 3 women 
and 1 in 7 men experience some form of sexual vio-
lence during their lifetimes, and Native American 
women are sexually assaulted, murdered, and dis-
appeared at higher rates than other American 
women. Additionally, the lifetime economic cost asso-
ciated with medical services for Intimate Partner Vi-
olence-related injuries, lost productivity from paid 
work, criminal justice and other costs, is $3.6 tril-
lion according to the CDC. 
(8) There are 3.3 million reports of violence 
against children that result in foster care placements 
every year; 25 percent of kids in foster care experi-
ence PTSD, fewer than 3 percent earn a college de-
gree; 20 percent become homeless after the age of 
18; and only 50 percent will be employed by the age 
of 24. One in five high school students reported 
being 
bullied 
at 
school 
during 
2017 
and 
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cyberbullying impacts many young people. Criminal-
ization disproportionately impacts African Ameri-
cans and other people of color, including high rates 
of school suspensions and expulsions and incarcer-
ation. African Americans are incarcerated at more 
than five times the rate of Whites. 
(9) In 2015, 17 percent of students considered 
attempting suicide. Suicide is the second leading 
cause of death among Native Americans aged 10 to 
34. Approximately 17 veterans a day commit suicide 
nationwide. About 12 young people in the United 
States die from homicides each day. 
(10) Restorative justice and practices have been 
proven to significantly improve outcomes. In Sonoma 
County, California, schools that introduced restora-
tive practices saw their suspension rates drop by 
nearly 30 percent. 
(11) More Americans have died from gunshots 
in the last 50 years than in all of the wars in Amer-
ican history. 
(12) Since 1968, more than 1.5 million Ameri-
cans have died in gun-related incidents, according to 
data from the CDC. Firearms are the leading cause 
of 
death 
for 
American 
children 
and 
teens, 
disproportionally affecting people of color, and cause 
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more deaths in young people than cancer and car 
crashes. The Johns Hopkins Center for Gun Vio-
lence Prevention reports that in 2022, 48,204 people 
died due to gun violence in the United States, the 
second highest total ever recorded. Each day, an av-
erage of 132 people died from gun violence—one 
death every 11 minutes. In 2024, there were more 
than 500 mass shootings, defined as incidents in 
which 4 or more people are injured or killed. From 
2020–2023, the number exceeded 600 annually. 
Young people go to school wondering where to hide 
when a shooter enters their classroom. Each gun in-
jury and fatality results in trauma to family mem-
bers, loved ones, and the community. 
(13) According to reports by the Institute of 
Economics and Peace, which measures the economic 
impact of violence and conflict to the global econ-
omy, the economic impact of violence to the global 
economy was $16.5 trillion in 2021. One IEP report 
found that the regional impact of violence in North 
America, 99 percent of which can be attributed to 
the United States, amounted to $2.73 trillion in 
2017. 
(14) Violence prevention is cost effective. For 
every dollar spent on violence prevention and 
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peacebuilding, thousands of lives and dollars are 
saved. The philosophy and techniques of nonviolence 
and peacebuilding provide tools and techniques that 
can be applied not only at the levels of individual 
and community growth, but also within the Federal 
Government and at national and international levels. 
(15) Peacebuilding is defined by the United Na-
tions as a range of measures targeted to reduce the 
risk of lapsing or relapsing into conflict by strength-
ening national capacities at all levels for conflict 
management and to lay the foundations for sustain-
able peace and development. Peacebuilding is predi-
cated on research into the root causes of violence in 
the United States and the world, through promotion 
and promulgation of effective policies and programs 
that ameliorate those root causes of violence, and 
through providing all citizens, organizations, and 
governmental bodies with opportunities to learn 
about and practice the essential tools of nonviolent 
conflict resolution and peacebuilding. 
(16) Peace is a human right and a security 
issue. The Universal Declaration of Human Rights 
recognizes that ‘‘recognition of the inherent dignity 
and of the equal and inalienable rights of all mem-
bers of the human family is the foundation of free-
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dom, justice and peace in the world’’, and General 
Assembly resolution 39/11 ‘‘solemnly proclaims that 
the peoples of our planet have a sacred right to 
peace’’ and ‘‘emphasizes that ensuring the exercise 
of the right of peoples to peace demands that the 
policies of States be directed towards the elimination 
of the threat of war, particularly nuclear war, the re-
nunciation of the use of force in international rela-
tions and the settlement of international disputes by 
peaceful means on the basis of the Charter of the 
United Nations’’. 
(17) In 2000, the Earth Charter Commission 
released the Earth Charter, an international declara-
tion of fundamental values and principles created to 
build a just, sustainable, and peaceful global society. 
The preamble of the Earth Charter provides, ‘‘To 
move forward we must recognize that in the midst 
of a magnificent diversity of cultures and life forms 
we are one human family and one Earth community 
with a common destiny. We must join together to 
bring forth a sustainable global society founded on 
respect for nature, universal human rights, economic 
justice, and a culture of peace.’’. 
(18) Climate change is becoming a critical mul-
tiplier of global conflict. Without immediate action, 
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water scarcity, food insecurity, and other impacts of 
climate change threaten to ignite new conflicts, par-
ticularly in already fragile regions. A 2021 Lancet 
global health study of 10,000 youth found 59 per-
cent are ‘‘very’’ or ‘‘extremely concerned’’ about cli-
mate change and its impact on their mental health. 
(19) Nuclear weapons expose the world to harm 
on a vast, extinction-level scale. It has long been 
held that a nuclear war cannot be won and must 
never be fought. Yet, the United States continues 
expanding and modernizing its nuclear arsenal, 
spending trillions of dollars that could instead be re-
directed to the needs of American communities. 
(20) Systemic racism is a significant driver of 
violence and key obstacle to peace in the United 
States. Confronting and uprooting systemic racism 
in America will require efforts by the Federal Gov-
ernment both to properly acknowledge, memorialize, 
and provide reparations for historical injustices, in-
cluding the institutions of slavery and Jim Crow. 
(21) Economic insecurity and poverty are forms 
of violence. Low wages and poverty contribute to 
homelessness, health issues, lower life expectancy, 
worse school attendance and many other outcomes. 
According to the Poor People’s Campaign, poverty is 
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the fourth leading cause of death in the United 
States, claiming 295,000 lives every year. 
TITLE 
I—ESTABLISHMENT 
OF 
DEPARTMENT 
OF 
PEACEBUILDING 
SEC. 
101. 
ESTABLISHMENT 
OF 
DEPARTMENT 
OF 
PEACEBUILDING. 
(a) ESTABLISHMENT.—There is hereby established a 
Department of Peacebuilding, which shall— 
(1) be within the executive branch of the Fed-
eral Government; and 
(2) be dedicated to peacebuilding, peacemaking, 
and the study and promotion of conditions conducive 
to both domestic and international peace and a cul-
ture of peace. 
(b) SECRETARY OF PEACEBUILDING.—There shall be 
at the head of the Department a Secretary of 
Peacebuilding, who shall be appointed by the President, 
by and with the advice and consent of the Senate. 
(c) MISSION.—The Department shall— 
(1) cultivate peace and peacebuilding as a stra-
tegic national policy objective; 
(2) reduce and prevent violence in the United 
States and internationally through peacebuilding and 
effective nonviolent conflict resolution; 
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(3) strengthen nonmilitary means of peace-
making; 
(4) take a proactive, strategic approach in the 
development of field-tested best practices and poli-
cies that promote national and international conflict 
prevention, 
nonviolent 
intervention, 
mediation, 
peaceful resolution of conflict, and structured medi-
ation of conflict; 
(5) address matters both domestic and inter-
national in scope; 
(6) address the interconnection of all life and 
the intersectionality of peace and justice, equality, 
health, healing, national security, education, the 
economy, rule of law, democracy, planetary survival, 
and other aspects of civil rights, civil liberties, and 
human rights; 
(7) provide an institutional platform for the 
growing wealth of expertise in peacebuilding to dra-
matically reduce the national and global epidemic of 
violence; 
(8) support local communities in finding, fund-
ing, replicating, and expanding programs to reduce 
and prevent violence; 
(9) invest in nongovernmental organizations 
that have implemented successful initiatives to re-
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duce and prevent violence, both internationally and 
domestically; and 
(10) consult with other Federal agencies to 
apply and practice the science of peacebuilding in 
their respective fields of responsibility. 
SEC. 102. RESPONSIBILITIES AND POWERS. 
(a) IN GENERAL.—The Secretary shall, on an ongo-
ing basis— 
(1) work proactively and interactively with each 
branch of the Federal Government on all policy mat-
ters relating to conditions of peace; 
(2) call on the experience and expertise of indi-
viduals and seek participation in the development of 
policy from private, public, and nongovernmental or-
ganizations; 
(3) monitor and analyze causative principles of 
conflict and make policy recommendations for devel-
oping conditions of peace and maintaining peaceful 
conduct; 
(4) research effective violence reduction pro-
grams and promote and promulgate such programs 
within the Federal Government and society; and 
(5) consult with private, public, and nongovern-
mental organizations to develop a metric model that 
provides the means to measure and report progress 
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toward peace in the United States to the President, 
Congress, and the public, and issue reports on such 
progress annually with those reports to be available 
to the public on the website of the Department. 
(b) DOMESTIC RESPONSIBILITIES.—The Secretary 
shall collaborate with governmental and nongovernmental 
organizations and individuals to promote personal and 
community security and peace by— 
(1) developing new policies and supporting ex-
isting policies that effectively address personal and 
family violence, including suicide, domestic violence, 
spousal abuse, child abuse, and mistreatment of the 
elderly and others; 
(2) creating new policies and programs and ex-
panding existing policies and programs that effec-
tively reduce drug and alcohol abuse; 
(3) analyzing existing policies, employing suc-
cessful, field-tested programs, and developing new 
approaches for dealing with the tools of violence, in-
cluding handguns and assault weapons, especially 
among youth; 
(4) developing new and expanding effective pro-
grams that address and ameliorate societal chal-
lenges such as school violence, gangs, police violence, 
hate crimes, economic injustice, human trafficking, 
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racial or ethnic violence, violence against LGBTQ+ 
individuals, and police-community relations disputes; 
(5) making policy recommendations to the At-
torney General of the United States regarding civil 
rights and labor law; 
(6) assisting in the establishment and funding 
of community-based violence prevention programs, 
including virtual violence prevention programs for 
at-home participation, violence prevention counseling 
and peer mediation in schools and via video con-
ferences, and unarmed civilian peacekeeping and cri-
sis mitigation at a local level; 
(7) providing counseling and advocacy on behalf 
of individuals victimized by violence, including those 
with mental health challenges; 
(8) providing for public education programs and 
counseling strategies that promote acceptance and 
respect for the diversity of all individuals in the 
United States without regard to race, religion, creed, 
gender and gender identification, sexual orientation, 
age, ethnicity, national origin, class and economic 
status, and other perceived differences; and 
(9) supporting local community initiatives that 
draw on neighborhood resources to create peace 
projects that facilitate the development of conflict 
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resolution and healing of societal wounds such as pa-
triarchy, racism, war, manifest destiny, and eco-
nomic injustice to thereby inform and inspire na-
tional policy. 
(c) INTERNATIONAL RESPONSIBILITIES.—The Sec-
retary shall— 
(1) advise the Secretary of Defense and the 
Secretary of State on matters relating to national 
security, including the protection of human rights 
and the prevention of, amelioration of, and de-esca-
lation of unarmed and armed international conflict; 
(2) contribute to and participate in the develop-
ment of training of all United States personnel who 
administer post-conflict reconstruction and demobili-
zation in war-torn societies; 
(3) sponsor national and regional conflict-pre-
vention and dispute-resolution initiatives, create spe-
cial task forces, and draw on local, regional, and na-
tional expertise to develop plans and programs for 
addressing the root sources and issues of conflict in 
troubled areas; 
(4) develop violence prevention, amelioration 
and violence de-escalation training for the general 
public 
to 
provide 
tools 
and 
educate 
about 
peacebuilding skills and to promote sustainable 
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peace, 
peacebuilding 
buy-in 
and 
peacebuilding 
awareness; 
(5) counsel and advocate on behalf of women 
victimized by violence, including rape, situations 
leading up to conflict, conflicts, and post-conflict sit-
uations; 
(6) counsel and advocate on behalf of victims of 
human trafficking both domestically and internation-
ally and work to end the trafficking of human 
beings; 
(7) provide for exchanges between the United 
States and other nations that endeavor to develop 
domestic and international peace-based initiatives; 
(8) encourage the development of international 
sister city programs, pairing United States cities 
with cities around the world for artistic, cultural, 
economic, educational, and faith-based exchanges; 
(9) establish and administer a budget des-
ignated for the training and deployment of unarmed 
civilian peacekeepers to participate in multinational 
nonviolent peacekeeping forces that may be con-
ducted by civilian, governmental, or multilateral or-
ganizations; 
(10) jointly with the Secretary of the Treasury, 
strengthen peace enforcement through hiring and 
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training monitors and investigators to help with the 
enforcement of international arms embargoes; 
(11) in consultation with the Secretary of State, 
bring together all stakeholders who are impacted by 
a conflict by facilitating peace summits where such 
stakeholders may gather under carefully prepared 
conditions to promote nonviolent communication and 
mutually beneficial solutions and to prevent future 
violence; 
(12) submit to the President recommendations 
for reductions and elimination of weapons of mass 
destruction, and make annual reports to the Presi-
dent on the sale of arms from the United States to 
other nations, with an analysis of the impact of such 
sales on the defense of the United States, how such 
sales affect peace and security, and how reduction or 
cessation of such sales affect peace and security; 
(13) in consultation with the Secretary of State, 
develop strategies for sustainability and management 
of the distribution of international funds; 
(14) advise the Permanent Representative of 
the United States to the United Nations on matters 
pertaining to the United Nations Security Council; 
(15) support the implementation of inter-
national peacebuilding strategies through a balanced 
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use of peacebuilding, reconciliation, diplomacy, devel-
opment, and defense with the goal of preventing and 
ending war and violence; and 
(16) encourage all nations to create infrastruc-
tures for peace within their nations and among na-
tions. 
(d) 
MEMBERSHIP
OF
THE
SECRETARY
OF 
PEACEBUILDING ON THE NATIONAL SECURITY COUN-
CIL.—Section 101(c) of the National Security Act of 1947 
(50 U.S.C. 3021(c)) is amended by inserting ‘‘, the Sec-
retary of Peacebuilding’’ after ‘‘Treasury’’. 
(e) HUMAN SECURITY RESPONSIBILITIES.—The Sec-
retary shall address and offer nonviolent conflict resolu-
tion strategies and suggest resources for unarmed civilian 
peacekeepers to the appropriate relevant parties on issues 
of human security if such security is threatened by conflict 
or crisis, whether such conflict or crisis is geographic, reli-
gious, ethnic, gender-based, racial, or class-based in its or-
igin, derives from economic concerns, health concerns or 
is initiated through disputes concerning scarcity of natural 
resources (such as water and energy resources), food, 
health resources (such as life saving medicine, medical and 
protective equipment and supplies, including viral and bac-
terial infection testing supplies and vaccines), trade, or cli-
mate and environmental concerns. 
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(f) MEDIA-RELATED RESPONSIBILITIES.—Respect-
ing the First Amendment to the Constitution of the 
United States of America and the requirement for free and 
independent media, the Secretary shall— 
(1) seek assistance in the design and implemen-
tation of nonviolent policies from media profes-
sionals; 
(2) study the role of the media in the escalation 
and de-escalation of conflict at domestic and inter-
national levels, including the role of fear-inducing 
and hate-inducing speech and actions, and making 
the findings of such study public; and 
(3) make recommendations to professional 
media organizations in order to provide opportuni-
ties to increase media awareness of peacebuilding 
initiatives. 
(g) EDUCATIONAL
RESPONSIBILITIES.—The Sec-
retary shall— 
(1) consult with the United States Institute of 
Peace, the Department of Education, Indigenous 
communities, and other concerned individuals and 
organizations and develop a peace education cur-
riculum that includes studies of— 
(A) the civil rights movement in the United 
States and throughout the world and human 
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rights and liberties movements, with special em-
phasis on the role of nonviolence and how indi-
vidual endeavor and involvement have contrib-
uted to advancements in peace and justice; 
(B) underlying causes of violence and con-
ditions of peace; 
(C) practices that enhance peace and 
peacebuilding; 
(D) the contributions to the United States 
of its diverse ethnicities, races, and religious 
communities; 
(E) peace agreements and circumstances in 
which peaceful intervention has worked to stop 
conflict; and 
(F) the patriarchal structure of society and 
the inherent violence of such structure in the 
shaping of relationships and institutions; 
(2) in consultation with the Secretary of Edu-
cation— 
(A) commission and participate in the de-
velopment of such curriculum and make such 
curriculum available to local school districts to 
enable the use of peace education objectives at 
pre-kindergarten schools, elementary schools, 
and secondary schools in the United States; 
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(B) support in early childhood, pre-kinder-
garten schools, elementary schools, secondary 
schools, and institutions of higher education a 
well-resourced, balanced education that includes 
math, 
environmental 
stewardship, 
science, 
English, history, ethnic studies, economics, jus-
tice, critical thinking, social studies, health, 
physical education, foreign languages, the arts, 
and music that will prepare students for success 
in a globally interconnected world; and 
(C) offer incentives in the form of grants 
and training to encourage the development of 
State peace curricula and assist schools in ap-
plying for such grants and training; 
(3) work with educators to equip students to 
become skilled in achieving peace through reflection, 
and facilitate instruction in the ways of peaceful 
conflict resolution; 
(4) ensure that schools are nonviolence zones 
that provide a peaceful educational environment; 
(5) create school and community cultures where 
students and staff do not feel threatened and are 
free from bullying and harassment by developing 
and implementing curricula in nonviolent conflict 
resolution education, mindfulness, and restorative 
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practices for teachers, students, parents, the school 
community, and the community at large; 
(6) maintain a public website to solicit and re-
ceive ideas for the development of peace from the 
wealth of the politically, socially, and culturally di-
verse public; 
(7) proactively engage the critical thinking ca-
pabilities, including civic education on citizen duties 
to foster democratic principles, of students and 
teachers of pre-kindergarten schools, elementary 
schools, secondary schools, and institutions of higher 
education through the internet and other media and 
issue periodic reports concerning any submissions 
from such students and teachers; 
(8) establish a Peace Academy that shall— 
(A) be modeled after the military service 
academies; and 
(B) provide a 4-year course of instruction 
in peace education, after which graduates will 
be required to serve 5 years in public service in 
programs dedicated to domestic or international 
nonviolent conflict resolution; and 
(9) provide grants for peace studies depart-
ments in institutions of higher education throughout 
the United States. 
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SEC. 103. PRINCIPAL OFFICERS. 
(a) UNDER SECRETARY OF PEACEBUILDING.—The 
President 
shall 
appoint 
an 
Under 
Secretary 
of 
Peacebuilding in the Department, by and with the advice 
and consent of the Senate. During the absence or dis-
ability of the Secretary, or in the event of a vacancy in 
the office of the Secretary, the Under Secretary shall act 
as Secretary. The Secretary shall designate the order in 
which other officials of the Department shall act and per-
form the functions of the Secretary during the absence 
or disability of both the Secretary and Under Secretary 
or in the event of vacancies in both offices. 
(b) ADDITIONAL POSITIONS.— 
(1) IN GENERAL.—The President shall appoint 
in the Department, by and with the advice and con-
sent of the Senate— 
(A) an Assistant Secretary for Peace Edu-
cation and Training; 
(B) an Assistant Secretary for Domestic 
Peacebuilding Activities; 
(C) an Assistant Secretary for Inter-
national Peacebuilding Activities; 
(D) an Assistant Secretary for Technology 
for Peace; 
(E) an Assistant Secretary for Arms Con-
trol and Disarmament; 
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(F) 
an 
Assistant 
Secretary 
for 
Peacebuilding Information and Research; 
(G) an Assistant Secretary for Human and 
Economic Rights; and 
(H) a General Counsel. 
(2) ESTABLISHMENT OF INSPECTOR GENERAL 
OF THE DEPARTMENT OF PEACEBUILDING.—Section 
401 of title 5, United States Code (commonly re-
ferred to as the Inspector General Act of 1978) is 
amended— 
(A) 
in 
paragraph 
(1), 
by 
inserting 
‘‘Peacebuilding,’’ after ‘‘Homeland Security,’’; 
and 
(B) 
in 
paragraph 
(3), 
by 
inserting 
‘‘Peacebuilding,’’ after ‘‘Homeland Security,’’. 
(3) ADDITIONAL
OFFICERS.—The President 
shall appoint 4 additional officers in the Depart-
ment, by and with the advice and consent of the 
Senate. The officers appointed under this paragraph 
shall perform such functions as the Secretary shall 
prescribe, including— 
(A) congressional relations functions; 
(B) public information functions, including 
providing, through the use of the latest tech-
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nologies, useful information about peace and 
the work of the Department; 
(C) management and budget functions; 
and 
(D) planning, evaluation, and policy devel-
opment functions, including development of 
policies to promote the efficient and coordinated 
administration of the Department and its pro-
grams and encourage improvements in conflict 
resolution and violence prevention. 
(4) DESCRIPTION OF FUNCTIONS.—In any case 
in which the President submits the name of an indi-
vidual to the Senate for confirmation as an officer 
of the Department under this subsection, the Presi-
dent shall state the particular functions such indi-
vidual will exercise upon taking office. 
(c) AUTHORITY OF SECRETARY.—Each officer de-
scribed in this section shall report directly to the Secretary 
and shall, in addition to any functions vested in or re-
quired to be delegated to such officer, perform such addi-
tional functions as the Secretary may prescribe. 
SEC. 104. OFFICE OF PEACE EDUCATION AND TRAINING. 
(a) IN GENERAL.—There shall be in the Department 
an Office of Peace Education and Training, the head of 
which shall be the Assistant Secretary for Peace Edu-
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cation and Training. The Assistant Secretary for Peace 
Education and Training shall carry out those functions 
of the Department relating to the creation, encourage-
ment, and impact of peace education and training at the 
pre-kindergarten, elementary, secondary, university, and 
postgraduate levels, and disseminate applicable policies 
and research in consultation with entities of the Depart-
ment of Health and Human Services, including— 
(1) the Administration for Children and Fami-
lies; 
(2) the Administration on Aging; 
(3) the Centers for Disease Control and Preven-
tion; and 
(4) the National Institutes of Health. 
(b) PEACE CURRICULUM.—The Assistant Secretary 
of Peace Education and Training, in consultation with the 
Secretary of Education, Indigenous communities, the 
United States Institute of Peace, nongovernmental organi-
zations, public institutions, peace and conflict studies pro-
grams of institutions of higher education, and Federal 
agencies that provide effective peace training materials 
and curricula, shall create and support the development 
and dissemination of effective peace curricula and sup-
porting materials for distribution to the State educational 
agency in each State and territory of the United States 
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and any other interested institutions. Each peace cur-
riculum shall include— 
(1) building communicative peace skills and 
nonviolent conflict resolution skills; 
(2) teaching and fostering compassion, empa-
thy, mindfulness, kindness, acceptance, under-
standing, respect, inclusion, and forgiveness; 
(3) teaching about historical and contemporary 
events utilizing nonviolent and peacebuilding prin-
ciples to promote a culture of peace and about indi-
viduals and organizations employing nonviolent and 
peacebuilding principles to improve society; 
(4) teaching about the benefits of a peaceful so-
ciety, including economic, health, social, and sci-
entific implications of peace; and 
(5) promoting other objectives to increase the 
knowledge of peace processes. 
(c) GRANTS.—The Assistant Secretary of Peace Edu-
cation and Training shall— 
(1) provide peace education grants to pre-kin-
dergarten schools, elementary schools, secondary 
schools, and institutions of higher education for the 
creation and expansion of peace studies departments 
and the education and training of teachers in peace 
studies, violence prevention, peacebuilding, commu-
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nity building, and nonviolent conflict resolution 
skills; and 
(2) establish a grant program to be known as 
the Community Peace Block Grant program under 
which the Secretary shall make grants to nonprofit 
organizations and nongovernmental organizations for 
the purposes of developing innovative school and 
neighborhood programs for nonviolent conflict reso-
lution and creating local peacebuilding initiatives. 
SEC. 105. OFFICE OF DOMESTIC PEACEBUILDING ACTIVI-
TIES. 
(a) IN GENERAL.—There shall be in the Department 
an Office of Domestic Peacebuilding Activities, the head 
of which shall be the Assistant Secretary for Domestic 
Peacebuilding Activities. The Assistant Secretary for Do-
mestic Peacebuilding Activities shall carry out those func-
tions in the Department affecting domestic peace activi-
ties, including the development of policies that prevent do-
mestic violence and that increase awareness about inter-
vention and counseling on domestic violence and conflict. 
(b) RESPONSIBILITIES.—The Assistant Secretary for 
Domestic Peacebuilding Activities shall— 
(1) develop policy and disseminate best prac-
tices from the field for the treatment of drug and al-
cohol abuse; 
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(2) develop community-based strategies for cele-
brating diversity and promoting acceptance; 
(3) develop new policies and build upon existing 
proven programs to prevent the school-to-prison 
pipeline by promoting restorative and conflict resolu-
tion practices at pre-kindergarten, elementary, sec-
ondary, university, and post graduate levels and in 
police academies, with funding for teacher, staff, 
student, and community training in nonviolence, re-
storative practices, conflict resolution, and diversity 
understanding and appreciation; 
(4) develop new policies and build on existing 
proven programs— 
(A) to assist in the prevention of hate, a 
culture of violence and domination, violence and 
crime, including the development of non-threat-
ening, non-harassing community policing strate-
gies, mindfulness, and conflict de-escalation 
training, and other peaceful settlement skills 
among police and other public safety officers; 
(B) to assist in the re-entry into the com-
munity by individuals who have been incarcer-
ated by providing trauma healing, including 
training in anger management, conflict resolu-
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