1. Short title This Act may be cited as the Teacher Health and Wellness Act . 2. Findings Congress finds the following: (1) High levels of stress are adversely affecting teachers’ health. Teachers with high levels of stress are less effective in raising student achievement than their healthier peers. (2) Elementary school teachers who have greater stress and show more symptoms of depression create classroom environments that are less conducive to learning. (3) Stress is contributing to the high turnover rate among teachers, which causes instability for students and communities. This leads to higher costs for school districts to train new teachers and hinders students’ academic success. (4) School organization, low job autonomy, and a lack of ability to access teacher leadership opportunities are main sources of teacher stress. If teachers are unable to manage their stress levels, this leads to lower level teacher instruction, which then impacts student well-being. (5) High teacher turnover brings down students’ math and language arts scores. (6) According to a 2014 Gallup survey, 46 percent of teachers experience high daily stress during the school year. This percentage is tied for the highest rate of high daily stress among occupations and is a significant increase from teacher stress levels in 1985. (7) Stress affects the health and well-being of teachers. In a study of high school teachers, 46 percent of teachers were diagnosed with excessive daytime sleepiness and 51 percent with poor sleep quality, which compromises health quality of life and teaching performance. 3. Study on reducing teacher stress and increasing teacher retention and well-being (a) In general The Director of the National Institutes of Health shall carry out a five-year study on reducing teacher stress and increasing teacher retention and well-being by implementing and analyzing the results of any of the following programs: (1) Workplace wellness programs that are designed to improve teacher health, attendance, and engagement. (2) Social