; ; (2) in subsection (d)(1)(A)(i)— (A) in subclause (II), by striking and after the semicolon; (B) by redesignating subclause (III) as subclause (IV); and (C) by inserting after subclause (II) the following: (III) such teachers, including early childhood educators, to adopt culturally sensitive, 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, preventing secondary trauma, compassion fatigue, and burnout, and for alternatives to suspensions, expulsions, corporal punishment, referrals to law enforcement, and other actions that remove students from the learning environment; 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, early childhood, elementary school, and secondary school teachers to adopt evidence-based and culturally sensitive, trauma-informed teaching strategies— (A) to— (i) recognize the signs of trauma and its impact on learning; (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