Healthy School Climate ActBe it enacted in the Congress of the Republic of AtlasiaAn ACT
Section 1. Purpose
a. To acknowledge and take into account the principles of early childhood and youth brain development and, whenever possible, consider the concepts of early adversity, toxic stress, childhood trauma, and the promotion of resilience through protective relationships, supports, self-regulation, and services.
b. A school climate and school connectedness improvement committee shall be established.
i. The School Climate and School Connectedness Improvement Committee is established to advise regional boards of education regarding best practices for reduction of traumas related to adverse childhood experiences (ACES).
c. The committee consists of the following members appointed by the President:
1. two current school superintendents;
2. two retired school superintendents;
3. three current K-12 teachers;
4. three retired K-12 teachers;
5. four parents of K-12 students;
6. two school social workers;
7. two school counselors.
d. When appointing committee members, the
governorPresident shall consider
1. geographic representation and appoint not fewer than six members who reside in communities that are rural.
2. representation across grade levels, appointing at least one current or retired teacher of students in each of the following:
(A) kindergarten through grade two;
(B) grades three through five;
(C) grades six through eight; and
(D) grades nine through twelve.
(d) Committee members serve without compensation and are not entitled to per diem.
(e) The committee shall meet at least once a year. Meetings may be held by audio or video teleconference.
(f) The committee shall organize regional and subject-matter subcommittees to address the specific needs of English language learners, vocational and technical education, special education, student athletes, and other subject matter the committee considers necessary.
Section 2. Establishment
a. Each school district in the regions
shallmay develop a school climate and school connectedness plan to improve student, staff, and family relationships and establish connections and partnerships between district schools and local communities. The School Climate and School Connectedness Improvement Committee
shallwill support districts that develop school improvement plans in plan development and implementation.
b. A district shall designate district representatives to coordinate with the committee and draft the district's plan. The plan must identify actions the district will take to improve school climate and school connectedness.
c. A plan may incorporate use of
(1) social and emotional learning;
(2) trauma-informed and healing-centered practices;
(3) instruction in cultural competence and alignment with indigenous values;
(4) multi-tiered support for behavioral intervention, including restorative practices that are nonshaming, nonpunitive, and effective in addressing conflict and repairing relationships;
(5) methods for reducing racial disparities, disproportionate behavior responses, and suspensions or expulsions.
