through 2022 to carry out up to 10 Performance 
Partnership Pilots. Such Pilots shall— 
‘‘(A) be designed to improve outcomes for 
children and youth, and their families as appro-
priate, who have experienced or are at risk of 
experiencing trauma; and 
‘‘(B) involve Federal programs targeted on 
children and youth, and their families as appro-
priate, who have experienced or are at risk of 
experiencing trauma.’’; 
(3) in subsection (c)(2)(A), by striking ‘‘2018’’ 
and inserting ‘‘2022’’; and 
(4) in subsection (e), by striking ‘‘2018’’ and 
inserting ‘‘2022’’. 
SEC. 407. TRAUMA-INFORMED TEACHING. 
(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: 
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‘‘(H) how the partnership will prepare gen-
eral education and special education teachers to 
work with students who have experienced trau-
ma (including students who are involved in the 
foster care or juvenile justice systems or run-
away or homeless youth) and in alternative edu-
cation settings in which high populations of 
youth with trauma exposure may learn (includ-
ing settings for correctional 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’’ at 
the end; 
(B) by redesignating subclause (III) as 
subclause (IV); and 
(C) by inserting after subclause (II) the 
following: 
‘‘(III) such teachers to adopt evi-
dence-based approaches for improving 
behavior (such as positive behavior 
interventions and supports and restor-
ative justice), supporting social and 
emotional learning, mitigating the ef-
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fects of trauma, improving the learn-
ing environment in the school, and for 
reducing the need for suspensions, ex-
pulsions, corporal punishment, refer-
rals to law enforcement, and other ac-
tions that remove students from in-
struction; 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 elementary school and secondary school 
teachers to adopt evidence-based trauma-informed 
teaching strategies— 
‘‘(A) to— 
‘‘(i) recognize the signs of trauma and 
its impact on learning; 
‘‘(ii) maximize student engagement; 
and 
‘‘(iii) minimize suspension and expul-
sion; and 
‘‘(B) including programs training teachers 
to work with students with exposure to trau-
matic events (including students involved in the 
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foster care or juvenile justice systems) and in 
alternative academic settings for youth unable 
to participate in a traditional public school pro-
gram in which high populations of students 
with trauma exposure may learn (such as stu-
dents involved in the foster care or juvenile jus-
tice 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’’ at 
the end; 
(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-
grams for general education and special edu-
cation teachers.’’. 
Æ 
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