; and (3) local educational agencies that— (A) identify the uses of funds in subsection (d) based on meaningful community engagement; and (B) establish ongoing stakeholder oversight, guidance, and coordination of the proposed activities or policies with a broad group of stakeholders, including any groups of students, as well as their families, who have been disproportionately arrested, suspended, or expelled, to ensure proposed activities and policies mitigate disparities in the use of exclusionary discipline and promote a positive school culture. (d) Uses of funds (1) Required use A local educational agency receiving funds under this section shall use such grant funds to hire, maintain, or train school counselors, school psychologists, nurses, social workers, credible messengers, community health workers and trauma-informed personnel, dedicated staff specifically trained in deescalation and violence interruption practices, staff trained in anti-bias practices, doctoral level specialists in behavior planning and intervention, or other specialists or individuals with expertise in school climate and behavior. (2) Permitted uses In addition to the required use described in paragraph (1), a local educational agency receiving funds under this section may also use grant funds to carry out 1 or more of the following: (A) Implementing schoolwide positive behavioral interventions and supports, restorative justice programs and interventions, mediators, social and emotional learning programs, or other evidence-based trauma-informed services. (B) Providing ongoing professional development to teachers, teacher assistants, school leaders, counselors, specialized instructional support personnel, credible messengers, and mental health professionals that— (i) fosters safe, inclusive, and stable learning environments that support the social, emotional, mental, and academic well-being of students and prevent and mitigate the effects of trauma, including through social and emotional learning