; (bb) supporting social and emotional learning; (cc) mitigating the effects of trauma; (dd) improving the learning environment in the school; (ee) preventing secondary trauma, compassion fatigue, and burnout; and (ff) alternatives to punitive discipline practices, including suspensions, expulsions, corporal punishment, referrals to law enforcement, and other actions that remove students from the learning environment; and ; and (3) by adding at the end of subsection (d) the following new paragraph: (7) Trauma-informed and resilience-focused practice and work in alternative education settings Developing the teaching skills of prospective and, as applicable, new, early childhood educators and elementary school and secondary school teachers to adopt evidence-based trauma-informed and resilience-focused 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; (iii) implement alternative practices to suspension and expulsion that do not remove students from the learning environment; and (iv) engage with other school personnel, including administrators and non-teaching staff, to foster a shared understanding of the items described in clauses (i), (ii), and (iii); and (B) including programs training teachers and, as applicable, early childhood educators to work with students— (i) with exposure to traumatic events (including students involved in the foster care or juvenile justice system or runaway and homeless youth)