Section 2. Findings

(a) Findings.

  Finds that:

(1) Social and emotional learning is a set of skills that enable children to develop a strong sense of self-awareness, self-management, social awareness, relationship-building, and responsible decision-making.

(2) Decades of research demonstrate how social and emotional learning promotes academic achievement, mental wellness, healthy behaviors, and long-term success.

(3) results from a landmark meta-analysis show that social and emotional learning interventions that addressed the five core competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) increased academic performance by 11 percentile points, improved students’ ability to manage stress, and improved attitudes about self, others, and school.

(4) cost-benefit research shows that for every dollar spent on social and emotional learning, there is an $11 return on investment.

(5) the development of social and emotional skills in kindergarten has been associated with improved outcomes for young adults later in life, resulting in reduced societal costs for public assistance, public housing, police involvement, and detention.

(6) data consistently shows that parents nationwide--across demographics and political ideologies--overwhelmingly support social and emotional learning in schools, e.g.: 93 percent of parents say it is important that their children’s schools teach them to develop social and emotional skills.

(7) 83 percent of teachers indicated that social and emotional learning is “somewhat” or “very” helpful for students’ academic learning.

(8) According to a 2017 meta-analysis that included 82 studies that showed longitudinal effects, teachers who are highly socially competent are better able to protect themselves from burnout by developing nurturing relationships with their students, serving as behavioral role models for children, and regulating their own emotions.

(9) In order to create conditions to promote student learning and well-being, adults must engage in ongoing, scaffolded, and comprehensive professional learning to help staff understand their role in social and emotional learning and develop the skills, mindsets, and capacity necessary for implementation.

(10) In order to create conditions to promote student learning and well-being, adults need to feel empowered, supported, and valued.

(11) Training for teachers and school support staff is essential to managing behavioral crises and supporting students with behaviors within the scope of a medical diagnosis.

Section 3.  Training Requirements for all LEAs.

(a) All school staff and support staff, including but not limited to teachers, administrators, counselors, transportation staff and contractors, out-of-school time providers and  and para-professionals, and all contracted providers shall complete training on research-based behavioral interventions and crisis intervention.

(b) The training shall be conducted by qualified personnel and shall include, but is not limited to: 1. Techniques for recognizing and responding to student behavior; 2. Strategies for managing and defusing tense situations; and 3. Procedures and protocols for reporting and responding to crisis situations. 4. Techniques for recognizing and responding to children with autism and other special needs experiencing crisis or behaviors within the scope of a medical diagnosis

(c) The training shall be completed within one year of this Act’s passage.

Section 4.  Grants to Improve Trauma Informed and Social Emotional Learning Supports in Schools:

(a)Grants authorized. The Department of Elementary and Secondary Education shall develop and administer a grant to schools to provide educators and school staff with the necessary training and professional development to effectively foster safe and supportive learning environments that are trauma-informed and integrated with social and emotional learning; (2) equip educators and school staff to appropriately respond to students experiencing behavioral health crises; (3) ensure that students are provided with the proper supports necessary for learning and well-being; and (4) promote the importance of integrating social and emotional learning in instruction.

(b)Participating LEAs will provide the Department of Education with a research based intervention support ladder that ensures that student behavior is addressed in a trauma informed manner that minimizes the involvement of law enforcement.

(c)Use of Funds. Allowable uses of funds shall include any of the following:

(i)Providing professional development on evidence-based trauma-informed care and social and emotional learning supports to instructional and support stuff, which may include:

(i)Administrators

(ii)Teachers and classroom support staff

(iii)Deans/disciplinarians

(iv)MTSS, restorative practices, and behavior coaches

(v)Counselors

(vi)Social workers

(vii)Front office staff

(viii)Cafeteria workers

(ix)Safety officers

(x)Bus drivers/aides

(xi)Recess supervisors

(xii)Out-of-school time providers and other community partners (including sports/extracurricular activities facilitators).

Section 5. Establishment of Task Force. Establish a task force to be known as the Trauma-Informed and Social and Emotional Learning Supports and Training Task Force

Identify, determine, and make recommendations regarding best practices to help educators and school staff foster safe and supportive learning environments through professional learning, which may include:

(a)Providing ongoing opportunities for school leaders and teams to learn from each other;

(b)Identifying of trainings on evidence-based trauma-informed and social and emotional learning;

(c)Integrating social and emotional learning throughout the school environment; and

(d)Ensuring regular collection of data on the implementation of evidence-based trauma-informed and social and emotional learning supports and practices.