(1) Understand and respond to youth suicide risk;

(2) Identify professional resources to help students in crisis;

(3) Recognize student behavioral health issues;

(4) Recognize students experiencing trauma or violence out of school and refer students to behavioral health services; and

(5) If the school is a community school, support any students needing the services at a community school.

(1) The recognition of indicators of mental illness and behavioral distress, including depression, trauma, violence, youth suicide, and substance abuse; and

(2) The identification of professional resources to help students in crisis.

(2) "Restorative approaches" may include:

(vii) Trauma-informed care; [...]

(1) Establish guidelines that define a State code of discipline for all public schools with standards of conduct and consequences for violations of the standards;

(2) On request, provide technical assistance and training to county boards regarding the use of restorative approaches; and

(3) Assist each county board with the implementation of the guidelines.

(1) Subject to the provisions of subsections (b) and (c) of this section, each county board shall adopt regulations designed to create and maintain within the schools under its jurisdiction the atmosphere of order and discipline necessary for effective learning.

(2) The regulations adopted by a county board under this subsection:

(i) Shall provide for educational and behavioral interventions, restorative approaches, counseling, and student and parent conferencing;

(ii) Shall provide alternative programs, which may include in-school suspension, suspension, expulsion, or other disciplinary measures that are deemed appropriate; and

(iii) Shall state that the primary purpose of any disciplinary measure is rehabilitative, restorative, and educational.

(2) "Trauma-informed approach" means a method for understanding and responding to an individual with symptoms of chronic interpersonal trauma or traumatic stress.

(3) "Trauma-informed school" means a school that:

(i) Acknowledges the widespread impact of trauma and understands the potential paths for recovery;

(ii) Recognizes the signs and symptoms of trauma in students, teachers, and staff;

(iii) Integrates information about trauma into policies, procedures, and practices; and

(iv) Actively resists retraumatizing a student, teacher, or staff member who has experienced trauma.

(i) Implementing a comprehensive trauma-informed policy at the school;

(ii) The identification of a student, teacher, or staff member who has experienced trauma;

(iii) The appropriate manner for responding to a student, teacher, or staff member who has experienced trauma;

(iv) For schools participating in the Handle With Care program, the appropriate manner for responding to a student who is identified as a "handle with care" student; and

(v) Becoming a trauma-informed school.

(2) The Department shall:

(i) Distribute the guidelines developed under this subsection to each local school system; and

(ii) Publish the guidelines on the trauma-informed approach on the Department's website.

(1) Understand and respond to youth suicide risk;

(2) Understand and respond to student mental health, student trauma, student safety and other topics related to student social and emotional well-being; 

(3) Identify professional resources to help students in crisis; and

(4) Recognize student behavioral health issues:

(5) Recognize a student experiencing trauma or violence out of school and refer the student to behavioral health services, which includes, but is not limited to, the school counselor, school psychologist, school nurse, school social worker, and student support team; and

(6) If the school is a community school, support any students needing the services at a community school.

(1) Provided to certificated school personnel during an in-service program; or

(2) A professional development requirement that may be met during time designated for professional development.