1. Short title This Act may be cited as the Teacher Health and Wellness Act . 2. Findings Congress finds the following: (1) High levels of stress are adversely affecting teachers’ health. (2) Stress is contributing to the high turnover rate among teachers, which causes instability for students and communities. This leads to higher costs for school districts to train new teachers and hinders students’ academic success. (3) School organization, low job autonomy, and a lack of ability to access teacher leadership opportunities are main sources of teacher stress. If teachers are not provided with opportunities and tools to manage their stress levels, student well-being can also suffer. 3. Study on reducing teacher stress and increasing teacher retention and well-being (a) In general The Director of the National Institutes of Health shall carry out a five-year study on reducing teacher stress and increasing teacher retention and well-being by implementing and analyzing the results of any of the following programs: (1) Workplace wellness programs that are designed to improve teacher health, attendance, and engagement. (2) Social emotional learning programs that help teachers improve student engagement in the classroom. (3) Teacher stress management programs that improve teacher performance. (4) Mentoring and induction programs during the school year and teacher pre-service programs that improve teacher well-being. (5) Organizational interventions, such as principal training programs, that reduce stress through supervisor/peer support and increased opportunities for teachers to participate in professional learning communities, teacher leadership positions, and decision making regarding school interventions and management. (6) Teacher residency programs that provide mental health and psychological support. (7) Complementary health approaches, such as mindfulness meditation, that improve teacher performance. (8) School reorganization that creates the conditions to facilitate the transmission and sharing of knowledge