; ; (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 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, and for reducing the need for suspensions, expulsions, corporal punishment, referrals to law enforcement, and other actions that remove students from instruction; 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 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 expulsion; and (B) including programs training teachers to work with students with exposure to traumatic events (including students involved in the foster care or juvenile justice systems) 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 at the end; (2) in subparagraph (B), by striking the period at the end and inserting ; and