; (E) arrests, searches, and restraint; (F) professional verbal communications with civilians; (G) interactions with— (i) youth; (ii) individuals with disabilities; (iii) individuals with limited English proficiency; and (iv) multi-cultural communities; (H) proper traffic, pedestrian, and other enforcement stops; and (I) community relations and bias awareness. (2) Recruitment, hiring, retention, and promotion of diverse law enforcement officers Policies, procedures, and practices for— (A) the hiring and recruitment of diverse law enforcement officers who are representative of the communities they serve; (B) the development of selection, promotion, educational, background, and psychological standards that comport with title VII of the Civil Rights Act of 1964 ( 42 U.S.C. 2000e et seq. ); and (C) initiatives to encourage residency in the jurisdiction served by the law enforcement agency and continuing education. (3) Oversight Complaint procedures, including the establishment of civilian review boards or analogous procedures for jurisdictions across a range of sizes and agency configurations, complaint procedures by community-based organizations, early warning systems and related intervention programs, video monitoring technology, data collection and transparency, and administrative due process requirements inherent to complaint procedures for members of the public and law enforcement. (4) Youth justice and school safety Uniform standards on youth justice and school safety that include best practices for law enforcement interaction and communication with children and youth, taking into consideration adolescent development and any disability, including— (A) the right to effective and timely notification of a parent or legal guardian of any law enforcement interaction, regardless of the immigration status of the individuals involved; and (B) the creation of positive school climates by improving school conditions for learning by— (i) eliminating school-based arrests and referrals to law enforcement