Supporting Trauma-Informed Education Practices Act of 2026

Bill Number: H.R. 7497
Origin Chamber: House
Congress: 119th Congress, Session 2
Policy Area: Education
Status: Introduced
Latest Action: 2026-02-11: Referred to the House Committee on Education and Workforce.
Last Updated: 2026-05-27T08:06:20Z

AI-Generated Summary

Purpose

The Supporting Trauma-Informed Education Practices Act of 2026 aims to enhance access to evidence-based trauma support and mental health services for children and youth in school settings. It does this by amending the SUPPORT for Patients and Communities Act (a 2018 law focused on substance use and mental health) to fund innovative programs that connect schools with community resources, emphasizing trauma-informed care—approaches that recognize the effects of trauma on learning and behavior.

Key Provisions

Authorization of Funding: The Secretary of Education, in coordination with the Secretary of Health and Human Services, can award grants, contracts, or cooperative agreements to eligible entities (e.g., state or local educational agencies, Indian Tribes, the Bureau of Indian Education, Native Hawaiian organizations, or child care lead agencies). Funds support initiatives to link schools with community mental health and trauma support systems, including those run by the Indian Health Service.
Duration and Reservations: Awards last up to 5 years. From annual appropriations, up to 3% is reserved for evaluations and 2% for technical assistance and administration.
Permitted Uses of Funds: Recipients must implement evidence-based activities, including at least one of:
Building collaborations between schools and community mental health systems for prevention, referral, treatment, and support.
Adopting trauma-informed models, such as positive behavioral interventions in schools.
Offering professional development for educators, school staff, and mental health providers to create safe learning environments, identify trauma, and use best practices from the federal Interagency Task Force on Trauma-Informed Care.
Delivering services at full-service community schools (schools that partner with community organizations for integrated support).
Engaging families and communities to raise awareness of youth trauma, share practices with law enforcement, and provide coordinated care.
Evaluating program effectiveness in improving access to services.
Partnering with or subgranting to early childhood programs to extend services to younger children and families.
Creating or expanding programs to boost mental health and resilience among school staff.
Application Requirements: Eligible entities must submit detailed plans describing how programs will increase access, ensure cultural and linguistic appropriateness, improve school climate, involve stakeholders (e.g., teachers, parents, Tribes), integrate existing services, include peer support, accommodate students with disabilities, and establish local interagency agreements.
Interagency Agreements: Recipients must create local agreements among schools, early childhood programs, Head Start, juvenile justice, mental health, child welfare, and other agencies. These outline financial responsibilities, service quality, coordination, reimbursement, and dispute resolution.
Evaluation and Distribution: The Secretary must conduct independent evaluations and share best practices. Awards must be equitably distributed across U.S. regions and populations (tribal, urban, suburban, rural).
Other Rules: Funds supplement (not replace) existing resources. Consultation with Indian Tribes, Regional Corporations, and Native Hawaiian organizations is required. A "rule of construction" clarifies that programs do not prevent crime reporting or law enforcement actions.
Authorization of Appropriations: $50 million per fiscal year from 2027 through 2031.

Significant Changes to Existing Law

This bill fully replaces Section 7134 of the SUPPORT for Patients and Communities Act, shifting its focus from general mental health grants to targeted, education-specific programs emphasizing trauma-informed care in schools. The original section supported broader community mental health initiatives; the new version prioritizes school-community partnerships, professional training, interagency coordination, and equity for underserved groups like Tribal and Native Hawaiian communities, while adding requirements for evaluations, stakeholder involvement, and accessibility for students with disabilities.

Potential Impacts

On Government Agencies: Increases coordination between the Departments of Education and Health and Human Services, requiring evaluations and technical assistance. It may expand roles for agencies like the Indian Health Service and Bureau of Indian Education in school-based services.
On Citizens: Improves mental health support for students, potentially reducing trauma's effects on learning and behavior, benefiting children, youth, families, and educators through better access to culturally competent services in schools.
On International Relations: No direct impacts, as the bill focuses on domestic U.S. education and health systems.

Main Stakeholders Affected

Students and Youth: Primary beneficiaries, gaining better access to trauma support and mental health services in schools.
Educators and School Staff: Teachers, paraprofessionals, school leaders, and mental health providers receive training and resources to address trauma.
Families and Communities: Involved in awareness efforts and service delivery, including partnerships with law enforcement and mental health professionals.
Educational Entities: State and local educational agencies, Tribal educational agencies, schools, and early childhood/Head Start programs receive funding and must collaborate.
Underserved Groups: Indian Tribes, Native Hawaiian organizations, Regional Corporations, and students with disabilities benefit from equity-focused provisions.
Community Agencies: Mental health, child welfare, juvenile justice, and child care organizations participate in interagency agreements.

Notable Legal, Constitutional, or Political Implications

Legal: Reinforces federal support for evidence-based practices without overriding state or local laws; the supplement-not-supplant rule prevents displacement of existing funds. Assurances for licensed providers and crime-reporting protections align with liability and public safety standards.
Constitutional: Promotes equal protection by requiring equitable distribution and cultural competence, potentially addressing disparities in mental health access for marginalized groups like Tribal communities, without raising federalism concerns as it builds on existing education laws (e.g., Elementary and Secondary Education Act).
Political: Highlights bipartisan interest in youth mental health post-pandemic and amid rising trauma awareness; emphasizes inclusion of diverse stakeholders, which could foster broader support but may face debates over funding levels or implementation in resource-strapped schools.

This summary was generated by AI and may contain inaccuracies. Refer to the official source document for the authoritative text.

Sponsor

Rep. Hayes, Jahana [D-CT-5]

Cosponsors (21)

Rep. Brown, Shontel M. [D-OH-11], Del. Norton, Eleanor Holmes [D-DC-At Large], Rep. Dingell, Debbie [D-MI-6], Rep. Moulton, Seth [D-MA-6], Rep. Thanedar, Shri [D-MI-13], Rep. Frost, Maxwell [D-FL-10], Rep. Sewell, Terri A. [D-AL-7], Rep. Takano, Mark [D-CA-39], Rep. Stansbury, Melanie A. [D-NM-1], Rep. Lynch, Stephen F. [D-MA-8], Rep. Fields, Cleo [D-LA-6], Rep. Lofgren, Zoe [D-CA-18], Rep. Salinas, Andrea [D-OR-6], Rep. McIver, LaMonica [D-NJ-10], Rep. Pingree, Chellie [D-ME-1], Rep. Grijalva, Adelita S. [D-AZ-7], Rep. Carson, André [D-IN-7], Rep. Wilson, Frederica S. [D-FL-24], Rep. Ross, Deborah K. [D-NC-2], Rep. García, Jesús G. "Chuy" [D-IL-4], Rep. Lieu, Ted [D-CA-36]

Recent Actions

2026-02-11: Referred to the House Committee on Education and Workforce.
2026-02-11: Introduced in House
2026-02-11: Introduced in House

Bill Versions

Supporting Trauma-Informed Education Practices Act of 2026 — issued 2026-02-11 — PDF (13 pages)