[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3265 Introduced in House (IH)]
<DOC>
119th CONGRESS
1st Session
H. R. 3265
To prohibit the use of corporal punishment in schools, and for other
purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
May 8, 2025
Ms. Bonamici (for herself, Mrs. McBath, Ms. Moore of Wisconsin, Ms.
Pingree, Mr. Beyer, Mr. Davis of Illinois, Mr. Takano, Mr. Soto, Ms.
McClellan, Mrs. Cherfilus-McCormick, Mr. DeSaulnier, Mrs. Hayes, Mr.
Keating, Mr. Courtney, Mr. Lynch, Ms. Scanlon, Mr. Pocan, Mrs. Watson
Coleman, Ms. Jayapal, and Ms. Tokuda) introduced the following bill;
which was referred to the Committee on Education and Workforce, and in
addition to the Committee on Armed Services, for a period to be
subsequently determined by the Speaker, in each case for consideration
of such provisions as fall within the jurisdiction of the committee
concerned
_______________________________________________________________________
A BILL
To prohibit the use of corporal punishment in schools, and for other
purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE; TABLE OF CONTENTS.
(a) Short Title.--This Act may be cited as the ``Protecting our
Students in Schools Act of 2025''.
(b) Table of Contents.--The table of contents for this Act are as
follows:
Sec. 1. Short title; table of contents.
Sec. 2. Purposes.
Sec. 3. Definitions.
TITLE I--PROHIBITION OF CORPORAL PUNISHMENT
Sec. 101. Prohibition of corporal punishment.
Sec. 102. Civil actions by the Attorney General.
Sec. 103. Enforcement by the Office for Civil Rights.
Sec. 104. Parent notification and protection and advocacy systems.
TITLE II--STATE ACTIVITIES AND GRANT PROGRAM
Sec. 201. State plan and enforcement.
Sec. 202. Grant authority.
TITLE III--ADDITIONAL PROVISIONS
Sec. 301. Federal regulations.
Sec. 302. Other schools.
Sec. 303. Limitation of authority.
Sec. 304. Applicability to private schools and home schools.
Sec. 305. Severability.
Sec. 306. Authorization of appropriations.
SEC. 2. PURPOSES.
The purposes of this Act are to--
(1) eliminate the use of corporal punishment in schools;
(2) ensure, regardless of sexual orientation, gender
identity or expression, sex, race, color, national origin,
disability, or religion, the health and safety of all students
and program personnel in schools and promote a positive school
climate and culture;
(3) assist States, local educational agencies, and schools
in improving school climate and culture by implementing
positive behavioral interventions and supports, and other
models (including models such as restorative justice
interventions, trauma-informed care, multi-tiered system of
supports, crisis and de-escalation interventions, implicit bias
training, and culturally responsive teaching), to address
student behavior and work to eliminate the use of exclusionary
and aversive discipline practices or interventions;
(4) ensure all program personnel have the supports and
training necessary to implement positive behavioral
interventions and supports and other models to address student
behavior and improve school climate and culture; and
(5) collect and analyze data on exclusionary and aversive
discipline practices or interventions in schools.
SEC. 3. DEFINITIONS.
In this Act:
(1) Corporal punishment.--The term ``corporal punishment''
means, with respect to a student, a deliberate act which causes
the student to feel physical pain for the purpose of
discipline, including an act of physical force, such as
striking, spanking, or paddling, inflicted on a student's body,
requiring a student to assume a painful physical position, or
the use of chemical sprays, electroshock weapons, or stun guns
on a student's body.
(2) ESEA terms.--The terms ``elementary school'',
``evidence-based'', ``local educational agency'', ``outlying
area'', ``parent'', ``secondary school'', ``Secretary'',
``State'', and ``State educational agency'' have the meanings
given the terms in section 8101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801).
(3) Exclusionary discipline.--The term ``exclusionary
discipline'' means any type of disciplinary action that removes
or excludes a student from the student's usual educational
setting, or from access to education services, including such
disciplinary actions as in-school suspensions, out-of-school
suspensions, expulsions, or any other removal, however labeled,
that results in lost instructional time for the student.
(4) Model.--The term ``model'' means an activity, strategy,
framework, or intervention that is evidence-based, to the
extent practicable.
(5) Positive behavioral interventions and supports.--The
term ``positive behavioral interventions and supports''--
(A) means a schoolwide, systematic approach that
embeds evidence-based practices and data-driven
decision making to improve school climate and culture
in order to achieve improved academic and social
outcomes and increase learning for all students
(including students with the most complex and intensive
behavioral needs); and
(B) encompasses a range of systemic and
individualized positive strategies to teach and
reinforce school-expected behaviors, while discouraging
and diminishing undesirable behaviors.
(6) Program.--The term ``program'' means--
(A) all of the operations of a local educational
agency, system of vocational education, or other school
system;
(B) a program that serves children who receive
services for which financial assistance is provided in
accordance with the Head Start Act (42 U.S.C. 9831 et
seq.); or
(C) an elementary school or secondary school that
is not a public school that enrolls a student who
receives special education and related services under
the Individuals with Disabilities Education Act (20
U.S.C. 1400 et seq.).
(7) Program personnel.--
(A) In general.--Subject to subparagraph (B), the
term ``program personnel'' means any agent of a
program, including an individual who is employed by a
program, or who performs services for a program on a
contractual basis, including--
(i) school leaders;
(ii) teachers;
(iii) specialized instructional support
personnel;
(iv) paraprofessionals; or
(v) other staff.
(B) Exclusion.--Notwithstanding subparagraph (A),
program personnel shall not include a law enforcement
officer or a school security guard.
(8) Protection and advocacy system.--The term ``protection
and advocacy system'' means a protection and advocacy system
established under section 143 of the Developmental Disabilities
Assistance and Bill of Rights Act of 2000 (42 U.S.C. 15043).
(9) Law enforcement officer.--The term ``law enforcement
officer''--
(A) means any person who--
(i) is a State, Tribal, or local law
enforcement officer (as defined in section 1204
of title I of the Omnibus Crime Control and
Safe Streets Act of 1968 (34 U.S.C. 10284));
and
(ii) is assigned by the employing law
enforcement agency to a program, who is
contracting with a program, or who is employed
by a program; and
(B) includes an individual referred to as a
``school resource officer'' if that individual meets
the definition in subparagraph (A).
(10) School security guard.--The term ``school security
guard'' means an individual who is not a sworn law enforcement
officer and who is responsible for addressing one or more of
the following safety and crime prevention activities in and
around a program:
(A) Assisting program personnel in safety
incidents.
(B) Educating students in crime and illegal drug
use prevention and safety.
(C) Developing or expanding community justice
initiatives for students.
(D) Training students in conflict resolution and
supporting restorative justice programs.
(E) Serving as a liaison between the program and
outside agencies, including other law enforcement
agencies.
(F) Screening students or visitors to the program
for prohibited items.
(11) Student.--The term ``student'' means an individual
enrolled in a program.
TITLE I--PROHIBITION OF CORPORAL PUNISHMENT
SEC. 101. PROHIBITION OF CORPORAL PUNISHMENT.
(a) Prohibition.--No student shall be subjected to corporal
punishment by program personnel, a law enforcement officer, or a school
security guard under any program which receives Federal financial
assistance.
(b) Private Right of Action.--A student who has been subjected to
corporal punishment by program personnel, a law enforcement officer, or
a school security guard in violation of subsection (a), or the parent
of such student, may file a civil action in any Federal or State court
of competent jurisdiction against the program under which the violation
is alleged to have occurred for attorneys' fees, expert fees,
injunctive relief, and compensatory damages.
SEC. 102. CIVIL ACTIONS BY THE ATTORNEY GENERAL.
Whenever the Attorney General receives a complaint in writing
signed by a parent (including a legal guardian) or a group of parents
(including legal guardians) to the effect that the minor children of
such a parent or parents are being deprived by a program of the right
under this Act to not be subject to corporal punishment by program
personnel, law enforcement officers, or school security guards and the
Attorney General believes the complaint is meritorious, the Attorney
General is authorized, after giving notice of such complaint to the
appropriate program and after certifying that the Attorney General is
satisfied that such program has had a reasonable time to adjust the
conditions alleged in such complaint, to institute for or in the name
of the United States a civil action in any appropriate district court
of the United States against such parties and for such relief as may be
appropriate, and such court shall have and shall exercise jurisdiction
of proceedings instituted pursuant to this section. The Attorney
General may implead as defendants such additional parties as are or
become necessary to the grant of effective relief hereunder.
SEC. 103. ENFORCEMENT BY THE OFFICE FOR CIVIL RIGHTS.
(a) Referral to Office for Civil Rights.--The Secretary shall refer
any complaint alleging a violation of section 101(a) to the Office for
Civil Rights of the Department of Education for an investigation.
(b) Process for Referral.--Not later than 90 days after the date of
the enactment of this Act, the Secretary shall develop and implement a
procedure for receiving a complaint alleging a violation of section
101(a).
(c) Failure To Comply.--In the event that a program has failed to
comply with section 101(a), the Secretary shall carry out at least one
of the following:
(1) Withhold from such program, in whole or in part,
further payments (including payments for administrative costs)
under an applicable program (as such term is defined in section
400(c) of the General Education Provisions Act (20 U.S.C.
1221(c))) in accordance with section 455 of such Act (20 U.S.C.
1234d).
(2) Enter into a compliance agreement in accordance with
section 457 of the General Education Provisions Act (20 U.S.C.
1234f).
(3) Issue a complaint to compel compliance of such program
through a cease and desist order, in the same manner the
Secretary is authorized to take such action under section 456
of the General Education Provisions Act (20 U.S.C. 1234c).
(d) Cessation of Withholding of Funds.--If the Secretary determines
(whether by certification or other appropriate evidence) that a program
that is subject to the withholding of payments under subsection (c)(1)
of this section has cured the failure providing the basis for the
withholding of payments on a date that is within one year from the date
on which such payments were first withheld, the Secretary shall--
(1) cease the withholding of payments with respect to that
program under such subsection; and
(2) reimburse all the withheld payments under such
subsection to such program.
(e) Withheld Funds.--The funds appropriated or made available for
the payments that were withheld under subsection (c)(1) shall be
available for expenditure to that program pursuant to this subsection
for up to one year from the date upon which the determination in
subsection (d) was made.
(f) Rule of Construction.--Nothing in this section shall be
construed to limit the Secretary's authority under the General
Education Provisions Act (20 U.S.C. 1221 et seq.).
SEC. 104. PARENT NOTIFICATION AND PROTECTION AND ADVOCACY SYSTEMS.
(a) Notification.--If a student is subject to corporal punishment
committed by program personnel, a law enforcement officer, or a school
security guard at a program, the program serving such student shall
notify, in writing, not later than 24 hours after such use of force
occurs, the facts of such use of force to--
(1) the parent or parents of such student;
(2) the State educational agency; and
(3) the local law enforcement agency.
(b) Notification for Students With Disabilities.--In the case of a
student described in subsection (a) who is an individual with a
disability (as defined in section 3 of the Americans with Disabilities
Act of 1990 (42 U.S.C. 12102)) the program serving such student shall--
(1) in addition to the notification described in such
subsection, notify, in writing, not later than 24 hours after
the use of force described in such subsection occurs, the facts
of such use of force to the relevant protection and advocacy
system; and
(2) provide any information to the relevant protection and
advocacy system that the protection and advocacy system may
require.
(c) Restatement of Authority.--Protection and advocacy systems
shall have the same authorities and rights provided under subtitle C of
title I of the Developmental Disabilities Assistance and Bill of Rights
Act of 2000 (42 U.S.C. 15041 et seq.) with respect to protections
provided for students under this Act when such students are otherwise
eligible to be clients of the protection and advocacy system, including
investigating, monitoring, and enforcing such protections.
TITLE II--STATE ACTIVITIES AND GRANT PROGRAM
SEC. 201. STATE PLAN AND ENFORCEMENT.
(a) State Requirements.--In accordance with the schedule specified
in subsection (c), each State educational agency that receives Federal
financial assistance shall provide to the Secretary--
(1) in the case of a State that did not prohibit corporal
punishment in schools before the date of enactment of this Act,
a written assurance that--
(A) all programs located in such State have been
notified of the requirements of this Act;
(B) all program personnel of such State educational
agency have received training with respect to such
requirements;
(C) parents of students served by such State
educational agency have been notified of the
requirements, rights, and remedies available under this
Act; and
(D) the notification required under subparagraph
(C) is publicly available on the website of the State
educational agency;
(2) in the case of a State that prohibited corporal
punishment in schools before the date of enactment of this Act,
a written assurance that all programs located in such State
have been notified of the requirements of this Act; and
(3) a school climate report that includes a description
of--
(A) the policies and procedures of the State
educational agency with respect to exclusionary and
aversive discipline practices or interventions in such
schools;
(B) how the State educational agency plans to
implement, is implementing, or has implemented positive
behavioral interventions and supports and other models
to address student behavior and reduce the use of
exclusionary and aversive discipline practices or
interventions in the public elementary and secondary
schools of such State as required under section
1111(g)(1)(C) of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6311(g)(1)(C)); and
(C) efforts of the State educational agency to
ensure program personnel receive the supports and
training necessary to implement the interventions,
supports, and other models described in subparagraph
(B).
(b) Local Educational Agency Requirements.--In accordance with the
schedule specified in subsection (c), each local educational agency
shall submit to the State educational agency a report that includes the
information the State educational agency determines necessary to comply
with the requirements of subsection (a).
(c) Submission Schedule.--States and local educational agencies
shall make the submissions required under subsections (a) and (b) as
follows:
(1) The initial submissions shall be made not later than
one year after the date of enactment of this Act and on an
annual basis during each of the 3 years following the year of
the first submission.
(2) After the expiration of the 3-year period described in
paragraph (1), subsequent submissions shall be made not less
frequently than once every two years.
(d) Report.--For each year in which the Secretary receives
submissions from States in accordance with the schedule specified in
subsection (c), the Secretary shall--
(1) submit to the Committee on Education and Labor of the
House of Representatives and the Committee on Health,
Education, Labor, and Pensions of the Senate a report
summarizing the findings of the school climate reports received
from States for such year; and
(2) make the school climate reports publicly available.
(e) Enforcement.--
(1) In general.--
(A) Use of remedies.--If a State educational agency
fails to comply with subsection (a), the Secretary
shall carry out at least one of the following:
(i) Withhold, in whole or in part, further
payments under an applicable program (as such
term is defined in section 400(c) of the
General Education Provisions Act (20 U.S.C.
1221(c))) in accordance with section 455 of
such Act (20 U.S.C. 1234d).
(ii) Enter into a compliance agreement in
accordance with section 457 of the General
Education Provisions Act (20 U.S.C. 1234f).
(iii) Issue a complaint to compel
compliance of the State educational agency
through a cease and desist order, in the same
manner the Secretary is authorized to take such
action under section 456 of the General
Education Provisions Act (20 U.S.C. 1234e).
(B) Cessation of withholding of funds.--If the
Secretary determines (whether by certification or other
appropriate evidence) that a State educational agency
that is subject to the withholding of payments under
subparagraph (A)(i) has cured the failure providing the
basis for the withholding of payments within one year
from the date on which such payments were first
withheld, the Secretary shall--
(i) cease the withholding of payments with
respect to the State educational agency under
such subparagraph; and
(ii) reimburse all the withheld payments
under such subparagraph to such State
educational agency.
(2) Withheld funds.--The funds appropriated or made
available for the payments that were withheld under paragraph
(1)(A)(i) shall be available for expenditure to that program
pursuant to this paragraph for up to one year from the date
upon which the determination in paragraph (1)(B) was made.
(3) Rule of construction.--Nothing in this subsection shall
be construed to limit the Secretary's authority under the
General Education Provisions Act (20 U.S.C. 1221 et seq.).
SEC. 202. GRANT AUTHORITY.
(a) In General.--From the amount appropriated under section 306,
the Secretary may award grants to State educational agencies to improve
school climate and culture by implementing positive behavioral
interventions and supports and other models to address student behavior
and reduce the use of exclusionary and aversive discipline practices or
interventions in public elementary schools and secondary schools.
(b) Duration of Grant.--
(1) In general.--A grant under this section shall be
awarded to a State educational agency for a three-year period.
(2) Reapplication.--At the end of a grant period described
in paragraph (1), a State educational agency desiring a
subsequent grant under this section may be eligible for such
grant if such State educational agency--
(A) submits an application under subsection (c);
and
(B) demonstrates--
(i) that such State educational agency
effectively used grant funds to carry out the
required activities under subsection (e) during
the previous grant period; and
(ii) with respect to such State educational
agency, a decrease in at least one of the
following:
(I) Exclusionary and aversive
discipline practices or interventions,
including in-school suspensions, out-
of-school suspensions, and expulsions.
(II) School-related arrests.
(III) Referrals of students to law
enforcement.
(3) Data.--A State educational agency shall, with respect
to the data used under paragraph (2)(B)(ii)--
(A) cross-tabulate such data and disaggregate by
race, gender, disability, and English learner status;
and
(B) redact all personally identifiable information
from such data.
(c) Application.--
(1) In general.--Each State educational agency desiring a
grant under this section shall submit an application to the
Secretary at such time, in such manner, and accompanied by such
information as the Secretary may require, including--
(A) information on how the State educational agency
will carry out the required activities specified in
subsection (e);
(B) a description of how the State educational
agency will improve school climate and culture by
reducing the use of exclusionary and aversive
discipline practices or interventions;
(C) a description of how the State educational
agency will implement positive behavioral interventions
and supports, and other models (including models such
as restorative justice interventions, trauma-informed
care, multi-tiered system of supports, crisis and de-
escalation interventions, implicit bias training, and
culturally responsive teaching), to address student
behavior and work to eliminate the use of exclusionary
and aversive discipline practices or interventions; and
(D) a description of how the State educational
agency will develop and implement high-quality training
for program personnel designed to improve school
climate and culture and increase the use of positive
behavioral interventions and supports and other models
to address student behavior and reduce the use of
exclusionary and aversive discipline practices or
interventions.
(2) Priority.--In awarding grants under this section, the
Secretary shall give priority to State educational agencies--
(A) with a high percentage of in-school
suspensions, out-of-school suspensions, expulsions,
school-related arrests, and referrals of students to
law enforcement;
(B) that lack positive behavioral interventions and
supports and other models to improve school climate and
culture; or
(C) that are in most need of assistance relating to
improving school climate and culture by reducing the
use of exclusionary and aversive discipline practices
or interventions, as determined by the Secretary.
(d) Authority To Make Subgrants.--
(1) In general.--A State educational agency receiving a
grant under this section may use such grant funds to award
subgrants, on a competitive basis in accordance with subsection
(e)(2), to local educational agencies.
(2) Application.--A local educational agency desiring to
receive a subgrant under this section shall submit an
application to the applicable State educational agency at such
time, in such manner, and containing such information as the
State educational agency may require, including the information
described in subparagraphs (A) through (D) of subsection (c)(1)
with respect to the local educational agency.
(e) Required Activities.--
(1) In general.--A State educational agency receiving a
grant, or a local educational agency receiving a subgrant,
under this section shall use such grant or subgrant funds to
carry out the following:
(A) Developing and implementing high-quality
training for program personnel designed to--
(i) improve school climate and culture;
(ii) increase use of positive behavioral
interventions and supports and other models to
address student behavior; and
(iii) reduce the use of exclusionary and
aversive discipline practices or interventions
and the discriminatory and disproportionate
impact such practices have on students based on
their race, ethnicity, gender, or disability.
(B) Providing technical assistance to improve
school climate and culture by implementing positive
behavioral interventions and supports, and other models
(including models such as restorative justice
interventions, trauma-informed care, multi-tiered
system of supports, crisis and de-escalation
interventions, implicit bias training, and culturally
responsive teaching), to address student behavior and
work to eliminate the use of exclusionary and aversive
discipline practices or interventions.
(C) Researching, developing, implementing, and
evaluating models, policies, and procedures to reduce
the use of exclusionary and aversive discipline
practices or interventions in public elementary schools
and secondary schools.
(2) Priority.--A State educational agency or local
educational agency shall prioritize carrying out the activities
specified in subparagraphs (A) through (C) of paragraph (1) in
public elementary schools and secondary schools--
(A) in which a disproportionately high percentage
of students who have been subjected to disciplinary
proceedings or have otherwise experienced the
application of such a school's discipline policies,
practices, and procedures, relative to such school's
total student population, are students of color or
students with disabilities (as defined in section 602
of the Individuals with Disabilities Education Act (20
U.S.C. 1401));
(B) with a high percentage of in-school
suspensions, out-of-school suspensions, expulsions,
school-related arrests, and referrals of students to
law enforcement;
(C) that lack positive behavioral interventions and
supports and other models to improve school climate and
culture; or
(D) that have demonstrated meaningful community
engagement in selecting models to improve school
climate and culture.
(f) Evaluation and Report.--
(1) Local educational agency reports.--Each local
educational agency receiving a subgrant under this section
shall, at the end of the grant period for such subgrant,
prepare and submit to the State educational agency a report
that--
(A) evaluates the progress of the local educational
agency toward carrying out the required activities
under subsection (e); and
(B) includes any additional information the State
educational agency determines necessary to complete the
report required under paragraph (2).
(2) State educational agency reports.--Each State
educational agency receiving a grant under this section shall,
at the end of the three-year grant period for such grant,
prepare and submit to the Secretary a report that--
(A) evaluates the State's progress toward carrying
out the required activities under subsection (e);
(B) includes data on the impact of the grant
program on school climate and culture during such grant
period, including, with respect to the State
educational agency, data on the prevalence of, and
increase or decrease in--
(i) exclusionary and aversive discipline
practices or interventions, including in-school
suspensions, out-of-school suspensions, and
expulsions;
(ii) school-related arrests; and
(iii) student referrals to law enforcement;
(C) includes the number of high-quality school
climate and culture trainings conducted for program
personnel during such grant period;
(D) describes the models implemented to improve
school climate and culture during such grant period;
(E) specifies the number of subgrants made under
subsection (d) and the local educational agencies that
were awarded such subgrants; and
(F) includes such information as the Secretary may
require.
(3) Data.--A State educational agency shall, with respect
to the data described in paragraph (2)(B)--
(A) cross-tabulate and disaggregate the data in the
same manner as under subsection (b)(3)(A); and
(B) redact all personally identifiable information
from such data.
(4) Publication.--Not later than one year after receiving a
report under paragraph (2), the Secretary shall make the report
publicly available on the website of the Department of
Education.
(g) Funds Available for the Department of the Interior.--From the
amount appropriated under section 306, the Secretary shall allocate--
(1) 0.5 percent of such funds to the Secretary of the
Interior for activities under this section with respect to
schools operated or funded by the Department of the Interior,
under such terms and conditions as the Secretary may prescribe;
and
(2) 0.5 percent of such funds for activities under this
section with respect to schools operated in the outlying areas,
under such terms and conditions as the Secretary may prescribe.
TITLE III--ADDITIONAL PROVISIONS
SEC. 301. FEDERAL REGULATIONS.
(a) In General.--Not later than 180 days after the date of the
enactment of this Act, the Secretary shall issue such regulations as
are necessary to reasonably ensure compliance with this Act.
(b) Negotiated Rulemaking Process.--In carrying out subsection (a),
the Secretary shall use a negotiated rulemaking process described in
section 1601 and section 1602 of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6571; 6572) except subparagraph (A) of
subsection (b)(3) of such section 1601 shall apply by substituting
``establish a negotiated rulemaking process;'' for the text of such
subparagraph.
SEC. 302. OTHER SCHOOLS.
(a) Department of Defense.--The Secretary of Defense shall ensure
that schools operated or funded by the Department of Defense Education
Activity or otherwise operated or funded by the Department of Defense
for the education of military-connected dependents comply with the
regulations promulgated by the Secretary pursuant to this Act.
(b) Department of Interior.--The Secretary of the Interior shall
ensure that schools operated or funded by the Department of the
Interior comply with the regulations promulgated by the Secretary
pursuant to this Act.
SEC. 303. LIMITATION OF AUTHORITY.
(a) In General.--Nothing in this Act shall be construed--
(1) to restrict or limit, or allow the Secretary to
restrict or limit, any other rights or remedies otherwise
available to students or parents under Federal, State, or local
law or regulation; or
(2) to restrict or limit Federal, State, or local laws,
regulations, or polices that provide for more stringent
prohibitions or limitations on the use of corporal punishment
than the prohibitions or limitations that are provided for in
this Act.
(b) Law Enforcement Officer Duties.--Nothing in this Act shall be
construed to prevent a sworn law enforcement officer from carrying out
the lawful duties of the officer under otherwise applicable law.
(c) Rule of Construction on Enforcement.--Nothing in this Act shall
be construed to affect the enforcement of title VI of the Civil Rights
Act of 1964 (42 U.S.C. 2000d et seq.), title IX of the Education
Amendments of 1972 (20 U.S.C. 1681 et seq.), section 504 of the
Rehabilitation Act of 1973 (29 U.S.C. 794), or the Department of
Education Organization Act (20 U.S.C. 3401 et seq.) and their enforcing
regulations.
SEC. 304. APPLICABILITY TO PRIVATE SCHOOLS AND HOME SCHOOLS.
(a) Private Schools.--Nothing in this Act shall be construed to
affect any private school that does not receive, or does not serve
students who receive, support in any form from any program or activity
supported, in whole or in part, with Federal funds.
(b) Home Schools.--Nothing in this Act shall be construed to--
(1) affect a home school, whether or not a home school is
treated as a private school or home school under State law; or
(2) consider parents who are schooling a child at home as
program personnel.
SEC. 305. SEVERABILITY.
If any provision of this Act or the application of such provision
to any person or circumstance is held to be unconstitutional, the
remaining provisions of this Act and the application of such provisions
to any person or circumstance shall not be affected thereby.
SEC. 306. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated such sums as may be
necessary to carry out this Act for fiscal year 2025 and each fiscal
year thereafter.
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