Rhode Island General Laws Title 16. Education § 16-21-40. Trauma-informed schools act

(A) Traumatic experiences are common among students;

(B) Trauma can impact student learning, behavior, and relationships in school;

(C) Traumatic experiences do not inherently undermine the capabilities of students to reach high expectations in academics and life;

(D) Schoolwide learning environments, where all students and adults feel safe, welcomed, and supported, can enable students to succeed despite traumatic experiences; and

(E) Services, supports, and programs provided to meet individual student needs should be trauma-informed, where appropriate, and increase student connection to the schoolwide learning environment. Provided, effective July 1, 2024, this requirement shall include integrating trauma-informed practices into emergency drills.

(A) Accompany disciplinary actions with holistic assessments and positive behavioral interventions and supports to address the underlying causes of student behavior, including trauma;

(B) Avoid harsh, punitive, or exclusionary disciplinary practices;

(C) Utilize evidence-based restorative practices with a focus on behavior modifications and building community, and less punitive or exclusionary practices that erode a culture of trust;

(D) Implement procedures to call skilled mental health personnel when there is a mental health breakdown, and resort to law enforcement only in extreme cases and/or when a student or students are at risk of bodily harm; and

(E) Do not discriminate on the basis of race, color, national origin, sex (including sexual orientation or gender identity), disability, English proficiency status, migrant status, or age.

(A) Promote a schoolwide culture of acceptance;

(B) Help all students feel safe and connected to the school community;

(C) Support all students to form positive relationships with adults and peers, understand and manage emotions, achieve success academically and in extracurricular areas, and experience physical and psychological health and well-being;

(D) Promote teamwork and effective communication among all staff and shared responsibility for every student;

(E) Integrate evidence-based practices that build social-emotional skills into rigorous academic instruction;

(F) Support trauma-sensitive and informed approaches to multi-tiered system of supports (“MTSS”) function of team-based leadership, tiered delivery system, selection and implementation of instruction and intervention, comprehensive screening and assessment system, and continuous data-based decision-making; and

(G) Recognize and prevent adult implicit bias.