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 emotional learning programs that help teachers improve student engagement in the classroom. (3) Teacher stress management programs that improve teacher performance. (4) Mentoring and induction programs during the school year and teacher pre-service that improve teacher well-being. (5) Organizational interventions such as principal training programs that reduce stress through supervisor/peer support and increasing opportunities for teachers to participate in professional learning communities, teacher leadership positions, and decision making regarding school interventions and management. (6) Teacher residency programs that provide mental health and psychological support. (7) Complementary health approaches, such as mindfulness meditation, that improve teacher performance. (8) School reorganization that creates the conditions to facilitate the transmission and sharing of knowledge among teachers. (9) Other innovative evidence-based approaches that reduce stress and increase well-being in the teaching profession, which may include increased compensation. (b) Report (1) In general Not later than one year after the end of the study carried out under subsection (a), the Director shall submit to the Committee on Education and the Workforce of the House of Representatives and the Committee on Health, Education, Labor, and Pensions of the Senate a report including— (A) the results of the study carried out under subsection (a)