This Act may be cited as the “Resilience Investment, Support, and Expansion from Trauma Act” or the “RISE from Trauma Act”.

Title V of the Public Health Service Act is amended by inserting after section 520A (42 U.S.C. 290bb–32) the following:

Section 526 of the Departments of Labor, Health and Human Services, and Education, and Related Agencies Appropriations Act, 2014 (42 U.S.C. 12301 note) is amended—

(a) Service-Learning.—Section 113(a)(2) of the National and Community Service Act of 1990 (42 U.S.C. 12525(a)(2)) is amended—

(1) in subparagraph (C), by striking “and” at the end;

(2) in subparagraph (D), by striking the period and inserting “, and”; and

(3) by adding at the end the following:

“(E) information describing how the applicant will give priority, in reviewing applications under subsection (b), to entities that propose service-learning programs in communities with high levels of trauma (as defined in section 520B of the Public Health Service Act).”.

(b) Americorps recruitment.—Section 130(b)(5) of the National and Community Service Act of 1990 (42 U.S.C. 12582(b)(5)) is amended by inserting after “and women,” the following: “and to give priority (to the maximum extent practicable) to recruitment of participants from communities with high levels of trauma (as defined in section 520B of the Public Health Service Act),”.

(c) Americorps State programs.—Section 130(c) of the National and Community Service Act of 1990 (42 U.S.C. 12582(c)) is amended by adding at the end the following:

“(4) In the case of a State or territory described in section 129(e), an assurance that the State or territory, in distributing grant funds made available under that section, will give priority to entities proposing national service programs that are related to the provision of trauma-informed services in communities with high levels of trauma (as defined in section 520B of the Public Health Service Act).”.

(d) Americorps competitive programs.—Section 133(d)(2) of the National and Community Service Act of 1990 (42 U.S.C. 12585(d)(2)) is amended—

(1) in subparagraph (B), by striking “and” at the end;

(2) in subparagraph (C), by striking the period and inserting “; and”; and

(3) by adding at the end the following:

“(D) national service programs that are related to the provision of trauma-informed services in communities with high levels of trauma (as defined in section 520B of the Public Health Service Act).”.

Section 911 of the Public Health Service Act (42 U.S.C. 299b) is amended by adding at the end the following:

Section 5(c) of the National Foundation on the Arts and Humanities Act of 1965 (20 U.S.C. 954(c)) is amended—

Part K of title V of the Public Health Service Act (42 U.S.C. 290ll et seq.) is amended—

Not later than 2 years after the date of enactment of this Act, the Director of the Office of Management and Budget, in coordination with the Task Force created under section 7132 of the SUPPORT for Patients and Communities Act (Public Law 115–271), shall review the Federal grant programs and funding streams with relevance or potential to furnish the best practices developed under section 7132(d) of such Act for preventing and mitigating the impact of trauma, and issue guidance to agencies on the following:

(a) Identification of effective interventions.—The Secretary of Health and Human Services, acting through the Assistant Secretary for Planning and Evaluation, and in coordination with the Attorney General, the Secretary of Education, and the Secretary of Labor, shall conduct a review and analysis of the best practices developed under section 7132(d) of the SUPPORT for Patients and Communities Act (Public Law 115–271) (referred to in this section as the “developed best practices”) that can be furnished through a Federal grant or health insurance program to prevent and mitigate the impact of trauma among infants, children, and youth, and their families, as appropriate, and identify those practices which hold the most promise to reduce long-term costs and spending associated with children, including health care and child welfare costs.

(b) Conduct of review.—In conducting the review and analysis under subsection (a), the Assistant Secretary may—

(1) solicit public input on the review design, findings, and conclusions; and

(2) examine methods for evaluating whether the developed best practices were effectively implemented and the predicted outcomes and savings are likely to be achieved, which may include competency and testing approaches, and performance or outcome measures.

(c) Updates.—The set of best practices identified under subsection (a) as holding promise to reduce costs shall be updated at regular intervals.

(d) Evaluating Long-Term Savings Associated with the Interventions.—The Director of the Office of Management and Budget shall analyze, determine, and publicly report the cost-savings across the Federal budget over 20 years, including an appropriate discount rate, associated with the effective implementation of the interventions identified in subsection (a), when applied in a representative population of children participating in all such appropriate Federal grant or health insurance programs in a given year, and update these determinations at least every 5 years.

Part B of title VII of the Public Health Service Act (42 U.S.C. 293 et seq.) is amended by adding at the end the following:

Section 10503(b)(2) of the Patient Protection and Affordable Care Act (42 U.S.C. 254b–2(b)(2)) is amended—

Part P of title III of the Public Health Service Act (42 U.S.C. 280g) is amended by adding at the end the following:

(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:

“(H) how the partnership will prepare general education and special education teachers, including early childhood educators, to support culturally sensitive positive learning outcomes and social and emotional development for students who have experienced trauma (including students who are involved in the foster care or juvenile justice systems or runaway or homeless youth) and in alternative education settings in which high populations of youth with trauma exposure may learn (including 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” after the semicolon;

(B) by redesignating subclause (III) as subclause (IV); and

(C) by inserting after subclause (II) the following:

“(III) such teachers, including early childhood educators, to adopt culturally sensitive, evidence-based approaches for improving behavior (such as positive behavior interventions and supports and restorative justice), supporting social and emotional learning, mitigating the effects of trauma, improving the learning environment in the school, preventing secondary trauma, compassion fatigue, and burnout, and for alternatives to suspensions, expulsions, corporal punishment, referrals to law enforcement, and other actions that remove students from the learning environment; and”; and

(3) in subsection (d), by adding at the end the following:

“(7) TRAUMA-INFORMED PRACTICE AND WORK IN ALTERNATIVE EDUCATION SETTINGS.—Developing the teaching skills of prospective and, as applicable, new, early childhood, elementary school, and secondary school teachers to adopt evidence-based and culturally sensitive, trauma-informed 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 development of students; and

“(iii) implement alternative practices to suspension and expulsion that do not remove students from the learning environment; 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 traditional public school program in which high populations of students with trauma exposure may learn (such as students involved in the foster care or juvenile justice 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” after the semicolon;

(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 programs for general education and special education teachers, including early childhood educators.”.

(c) Grants for the development of leadership programs.—Section 202(f)(1)(B) of the Higher Education Act of 1965 (20 U.S.C. 1022a(f)(1)(B)) is amended—

(1) in clause (v), by striking “and” at the end;

(2) in clause (vi), by striking the period and inserting “; and”; and

(3) by adding at the end the following:

“(vii) identify students who have experienced trauma and connect those students with appropriate school-based or community-based interventions and services.”.

Not later than 18 months after the date of enactment of this Act, the Secretary of Health and Human Services, in coordination with appropriate stakeholders with subject matter expertise which may include the National Child Traumatic Stress Network, shall carry out activities to develop accessible and easily understandable toolkits for use by front-line service providers (including teachers, early childhood educators, school leaders, mentors, social workers, counselors, faith leaders, first responders, and kinship caregivers) for appropriately identifying, responding to, and supporting infants, children, and youth, and their families, as appropriate, who have experienced or are at risk of experiencing trauma. Front-line service providers may also include programs focused on adults who themselves have experience trauma or whose children have experienced trauma, including programs related to healthy marriage and responsible fatherhood, child support, and temporary assistance to needy families. Such toolkits shall incorporate best practices developed under section 7132(d) of the SUPPORT for Patients and Communities Act (Public Law 115–271), and include actions to build a safe, stable, and nurturing environment for the infants, children, and youth served in those settings, capacity building, and strategies for addressing the impact of secondary trauma, compassion fatigue, and burnout among such front-line service providers.

Title I of the Omnibus Crime Control and Safe Streets Act of 1968 (34 U.S.C. 10101) is amended by adding at the end the following:

(a) Establishment of center.—

(1) IN GENERAL.—The Attorney General shall establish a National Law Enforcement Child and Youth Trauma Coordinating Center (referred to in this section as the “Center”) to provide assistance to adult- and juvenile-serving State, local, and tribal law enforcement agencies (including those operated by Indian tribes and tribal organizations as such terms are defined in section 4 of the Indian Self-Determination Act and Education Assistance Act) in interacting with infants, children, and youth who have been exposed to violence or other trauma, and their families as appropriate.

(2) AGE RANGE.—The Center shall determine the age range of infants, children, and youth to be covered by the activities of the Center.

(b) Duties.—The Center shall provide assistance to adult- and juvenile-serving State, local, and tribal law enforcement agencies by—

(1) disseminating information on the best practices for law enforcement officers, which may include best practices based on evidence-based and evidence-informed models from programs of the Department of Justice and the Office of Justice Services of the Bureau of Indian Affairs or the best practices developed under section 7132(d) of the SUPPORT for Patients and Communities Act (Public Law 115–271), such as—

(A) models developed in partnership with national law enforcement organizations, Indian tribes, or clinical researchers; and

(B) models that include—

(i) culturally sensitive, trauma-informed approaches to conflict resolution, information gathering, forensic interviewing, de-escalation, and crisis intervention training;

(ii) early interventions that link child and youth witnesses and victims, and their families as appropriate, to age-appropriate trauma-informed services; and

(iii) preventing and supporting officers who experience secondary trauma;

(2) providing professional training and technical assistance; and

(3) awarding grants under subsection (c).

(c) Grant program.—

(1) IN GENERAL.—The Attorney General, acting through the Center, may award grants to State, local, and tribal law enforcement agencies or to multi-disciplinary consortia to—

(A) enhance the awareness of best practices for trauma-informed responses to infants, children, and youth who have been exposed to violence or other trauma, and their families as appropriate; and

(B) provide professional training and technical assistance in implementing the best practices described in subparagraph (A).

(2) APPLICATION.—Any State, local, or tribal law enforcement agency seeking a grant under this subsection shall submit an application to the Attorney General at such time, in such manner, and containing such information as the Attorney General may require.

(3) USE OF FUNDS.—A grant awarded under this subsection may be used to—

(A) provide training to law enforcement officers on best practices, including how to identify and appropriately respond to early signs of trauma and violence exposure when interacting with infants, children, and youth, and their families, as appropriate; and

(B) establish, operate, and evaluate a referral and partnership program with trauma-informed clinical mental health, substance use, health care, or social service professionals in the community in which the law enforcement agency serves.

(d) Authorization of appropriations.—There are authorized to be appropriated to the Attorney General—

(1) $6,000,000 for each of fiscal years 2020 through 2024 to award grants under subsection (c); and

(2) $2,000,000 for each of fiscal years 2020 through 2024 for other activities of the Center.

Not later than 1 year after the date of the enactment of this Act, the Director of the National Institutes of Health shall submit to Congress a report on the activities of the National Institutes of Health with respect to trauma (including trauma that stems from child abuse, exposure to violence, addiction and substance use, and toxic stress) and the implications of trauma for infants, children, and youth, and their families, as appropriate. Such report shall include—