; (ii) maximize student engagement and promote the social and emotional development of students; and (iii) implement alternative practices to suspension and expulsion that do not remove students from the learning environment; and (B) including programs training teachers, including early childhood educators, to work with students with exposure to traumatic events (including students involved in the foster care or juvenile justice systems or runaway and homeless youth) 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 after the semicolon; (2) in subparagraph (B), by striking the period at the end and inserting ; and ; and (3) by adding at the end the following: (C) to eligible partnerships that have a high-quality proposal for trauma training programs for general education and special education teachers, including early childhood educators. . (c) Grants for the development of leadership programs Section 202(f)(1)(B) of the Higher Education Act of 1965 ( 20 U.S.C. 1022a(f)(1)(B) ) is amended— (1) in clause (v), by striking and at the end; (2) in clause (vi), by striking the period and inserting ; and