Bill Overview
Title: Trauma-Informed Schools Act of 2022
Description: This bill provides for the use of trauma-informed practices in public elementary and secondary schools and allows states to use certain federal funds to train teachers and other staff in such practices. The bill defines t rauma-informed practices to include evidence-based professional development that promotes a shared understanding among teachers and other staff that adverse and potentially traumatic experiences are common among students and that school-wide learning environments where all students and adults feel safe, welcomed, and supported can enable students to succeed despite such experiences; adoption of disciplinary procedures and practices that utilize evidence-based restorative practices that build a culture of trust; and activities that engage teachers, other staff, and families in a process of school-based planning to help all students feel safe and connected to the school community.
Sponsors: Sen. Smith, Tina [D-MN]
Target Audience
Population: Students and staff in public elementary and secondary schools
Estimated Size: 55600000
- The bill focuses on public elementary and secondary schools across the United States.
- Public education in the United States reaches about 50 million students (K-12) per year.
- There are approximately 3.6 million teachers in public schools in the United States.
- In addition to teachers, there are various administrative and support staff who would be part of the training. This could be around 2 million additional individuals.
- The bill emphasizes activities that engage families, suggesting that the parents or guardians of the students would also be indirectly impacted.
- Trauma-informed practices recognize and address the impact of trauma, which in turn could directly benefit all students attending these schools.
Reasoning
- Given the extensive reach of the policy, we considered a variety of personas representing students, teachers, staff, and families throughout diverse geographic locations and socioeconomic backgrounds.
- The budget constraints suggest that not all schools will immediately receive comprehensive training, so we included perspectives from areas likely to receive different levels of funding and support.
- To understand diverse impacts, we included individuals already familiar with trauma-informed practices and those who are not, as the change in wellbeing might differ.
- We anticipated varying impacts across age and role groups, acknowledging that primary beneficiaries (students and supportive staff) might differ from other community members (e.g., parents, administrators).
Simulated Interviews
Elementary School Teacher (Los Angeles, CA)
Age: 34 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 8/20
Statement of Opinion:
- I think this policy is much needed. Many of my students face challenges at home, and it's crucial to understand how to support them properly.
- Training will help us build a stronger community at school, making it a safer place for students to express themselves.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 6 |
School Counselor (Houston, TX)
Age: 45 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- I'm optimistic about this policy. Trauma-informed practices can transform schools.
- The challenge will be ensuring consistent and meaningful training for all staff.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 7 |
High School Student (Chicago, IL)
Age: 16 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- I hope this policy makes teachers more understanding and supportive.
- Sometimes, students just need someone to really listen.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 5 |
School Principal (Rural Mississippi)
Age: 29 | Gender: other
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- Implementing this in a rural area will be challenging due to limited resources.
- However, it's necessary as many of our students come from distressed backgrounds.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 6 |
Parent (New York, NY)
Age: 52 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 15/20
Statement of Opinion:
- I'm hopeful that this policy will make a real difference.
- It's important for schools to be aware of what students might be going through.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 6 | 6 |
| Year 20 | 6 | 6 |
Recent College Graduate (Miami, FL)
Age: 23 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- I'm excited about this policy as someone entering the teaching field.
- This kind of early intervention can make a big impact.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
PTA President (Seattle, WA)
Age: 40 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 7/20
Statement of Opinion:
- This policy seems like a positive step.
- I hope it genuinely includes parent involvement in planning.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 8 | 8 |
School District Administrator (Phoenix, AZ)
Age: 50 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 6/20
Statement of Opinion:
- The policy is a great initiative, but funding allocation will be a critical factor.
- We need to ensure schools with the highest needs receive adequate support.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
High School Senior (Denver, CO)
Age: 17 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 2.0 years
Commonness: 14/20
Statement of Opinion:
- I hope it helps reduce the stress and tension we often feel at school.
- It could make schools feel safer for everyone.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 7 | 8 |
School Nurse (Detroit, MI)
Age: 55 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 8.0 years
Commonness: 8/20
Statement of Opinion:
- The policy will likely improve student wellbeing overall.
- It will require collaboration across all school functions.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 7 |
Cost Estimates
Year 1: $2500000000 (Low: $2000000000, High: $3000000000)
Year 2: $2500000000 (Low: $2000000000, High: $3000000000)
Year 3: $2500000000 (Low: $2000000000, High: $3000000000)
Year 5: $2500000000 (Low: $2000000000, High: $3000000000)
Year 10: $2500000000 (Low: $2000000000, High: $3000000000)
Year 100: $2500000000 (Low: $2000000000, High: $3000000000)
Key Considerations
- Successful implementation will require a commitment from school districts and buy-in from teachers and administrators.
- Ongoing evaluation and adjustments will be critical to measure the effectiveness of the program.
- Long-term effects on educational achievement and student well-being could significantly affect future economic and social factors.