; interpersonal violence, bullying, and aggression; school staff anxiety about violence; and expulsion and suspension rates. Evidence-based school threat assessment teams have been shown to increase the willingness of students to seek help for threats of violence and mental illness, use of school counseling, and parental involvement. (8) Research has shown that evidence-based school threat assessment teams can lead to a reduction in racial disparities between White, Black, and Hispanic students in school disciplinary outcomes and legal actions. Additionally, research shows that evidence-based school threat assessment teams can help combat the school-to-prison pipeline. 3. Student suicide awareness and prevention training and teams (a) In general Title V of the Public Health Service Act is amended by inserting after section 520A of such Act ( 42 U.S.C. 290bb–32 ) the following: 520B. Student suicide awareness and prevention training and teams (a) In general As a condition on receipt of funds under section 520A, each State educational agency and tribal educational agency that receives such funds, directly or through a State or Indian Tribe, shall— (1) establish and implement— (A) a school-based student suicide awareness and prevention training policy; and (B) a school threat assessment team policy; and (2) collect and report information in accordance with subsection (d). (b) School-Based student suicide awareness and prevention training policy A school-based student suicide awareness and prevention training policy implemented pursuant to subsection (a)— (1) shall be evidence-based; (2) shall provide evidence-based training to students in grades 6 through 12 regarding— (A) suicide education and awareness, including warning signs of self-harm or suicidal ideation; (B) methods that students can use to seek help for themselves and others; and (C) student resources for suicide awareness and prevention; (3) shall provide for retraining of such students every school year