; and (B) the goal of which is to reduce toxic stress and improve life-long health and well-being for all Wisconsinites; (2) the Menominee Tribe in Wisconsin, which improved educational and public health outcomes by increasing understanding of historical trauma and childhood adversity and by developing culturally relevant, trauma-informed practices; (3) schools of medicine that provide critical trauma-informed care in Chicago, Illinois, including— (A) the University of Illinois at Chicago Comprehensive Assessment and Response Training System, which improves the quality of psychiatric services provided to youth in foster care; and (B) the University of Chicago Recovery and Empowerment After Community Trauma Program, which helps residents who are coping with community violence; (4) service providers, academics, and local artists in Philadelphia, Pennsylvania, that use art to engage communities to educate and involve citizens in trauma-informed care activities; (5) the Department of Public Health of San Francisco, California, which aligned its workforce to create a trauma-informed system; (6) schools in Kansas City, Missouri, that— (A) worked to become trauma-informed by encouraging teachers and children to create self-care plans to manage stress; and (B) have implemented broad community-wide, trauma-informed culture changes; (7) the city of Tarpon Springs, Florida, which crafted a community effort to gather city officials, professionals, and residents to coordinate multiple trauma-informed activities, including a community education day; (8) community members in Worcester, Massachusetts, who worked with the Massachusetts Department of Mental Health to create a venue with peer-to-peer support to better engage individuals dealing with trauma and extreme emotional distress; (9) the city of Walla Walla, Washington, which, together with community members, launched the Children’s Resilience Initiative to mobilize neighborhoods and Washington State agencies to tackle ACEs