{
  "legislationId": "119_HR_8360",
  "lastUpdate": "2026-04-23T11:26:39.641Z",
  "history": [
    {
      "timestamp": "2026-04-23T11:26:39.641Z",
      "source_url": "https://www.congress.gov/119/bills/hr8360/BILLS-119hr8360ih.htm",
      "model": "gemini-flash-lite-latest",
      "prompt_sent": "\nROLE: Fact Checker.\nZADANIE: Porównaj SOURCE (oryginał) i SUMMARY (streszczenie przygotowane przez inne AI).\n\nTwoim celem jest wykrycie \"ZMYŚLONYCH KONKRETÓW\" (Fabricated Entities) w SUMMARY.\n\nSOURCE:\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 8360 Introduced in House (IH)] <DOC> 119th CONGRESS 2d Session H. R. 8360 To authorize the Secretary of Education, in collaboration with the Secretary of Health and Human Services, to establish an interagency advisory Commission on Advancing Restorative Justice in Elementary and Secondary Education, and for other purposes. _______________________________________________________________________ IN THE HOUSE OF REPRESENTATIVES April 16, 2026 Mrs. Watson Coleman (for herself, Ms. Lee of Pennsylvania, Ms. Sewell, Ms. Tlaib, and Ms. Bonamici) introduced the following bill; which was referred to the Committee on Education and Workforce _______________________________________________________________________ A BILL To authorize the Secretary of Education, in collaboration with the Secretary of Health and Human Services, to establish an interagency advisory Commission on Advancing Restorative Justice in Elementary and Secondary Education, 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. This Act may be cited as the ``Commission on Advancing Restorative Justice in Elementary and Secondary Education Act of 2026''. SEC. 2. FINDINGS; PURPOSE. (a) Findings.--Congress finds the following: (1) Students of color often experience harsher disciplinary measures and greater barriers to educational opportunities due to racial and gender biases embedded into school codes of conduct, discipline policies, and dress code policies. (2) Racial and gender biases in school discipline practices and limited requirements in educator preparation and professional development all influence how school personal react to behavior by students of color. (3) Improved and increased opportunities for culturally competence professional development programs can help teachers and related school personnel more effectively respond to student behavior misbehavior and thereby decrease the disparity between how Black and White students are disciplined. (b) Purpose.--The purposes of this Act are the following: (1) To support the mental and behavioral health of students of color. (2) To increase capacity for providing mental health support and counseling services that are accessible, culturally competent, and responsive to the needs of students of color. (3) To provide recommendations on universal school psychologist-to-student ratio and Counselor-to-student ratio to ensure evidence-based healthy school climate interventions, accessible mental health support, program evaluation, and teacher consultation. (4) To codify restorative-level practices that create equitable learning environments, developmental relationships, and build academic engagement. SEC. 3. INTERAGENCY ADVISORY COMMISSION ON ADVANCING RESTORATIVE JUSTICE IN ELEMENTARY AND SECONDARY EDUCATION. (a) In General.--Not later than 90 days after the date of the enactment of this Act, the Secretary, in collaboration with the Secretary of Health and Human Services, shall establish a commission to be known as the Interagency Advisory Commission on Advancing Restorative Justice in Elementary and Secondary Education (in this Act referred to as the ``Commission''). (b) Duties.--The duties of the Commission shall be to-- (1) create guidelines for elementary schools and secondary schools to track and report the groups of students who most frequently participate in mediation, restorative practices, and other similar practices; (2) develop definitions of the terms ``restorative justice'' and ``restorative practices'' to be used by the Department of Education; (3) develop and distribute training materials for school personnel that-- (A) include practices that align with the definitions developed pursuant to paragraph (2); and (B) provide information on emotional and social disruptions and delays, accountability checks, peer discussions, and other classroom approaches that reduce bias, enhance cultural competency, and allow for critical reflection; (4) increase the ability of school personnel to provide mental health support and counseling services that are accessible, culturally competent, and responsive to the needs of students of color; and (5) develop and recommend, to elementary schools and secondary schools that receive funds under an applicable program, school psychologist-to-student and counselor-to- student ratios that ensure lower caseloads, evidence-based school climate interventions, accessible mental health support, program evaluation, and teacher consultation. (c) Membership.-- (1) Number and appointment.--The Commission shall be composed of not more than 13 members, appointed not later than 90 days after the date of the enactment of this Act by the Secretary, in collaboration with the Secretary of Health and Human Services, as follows: (A) 1 member from each of the following: (i) The Office of Elementary and Secondary Education of the Department of Education. (ii) The Office of Special Education and Rehabilitative Services of the Department of Education. (iii) The Office for Civil Rights of the Department of Education. (iv) The Office of Early Childhood Development of the Department of Health and Human Services. (v) The Office of Child Supportive Services of the Department of Health and Human Services. (vi) The White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity for Black Americans. (vii) An organization that represents restorative justice and the behavioral health of young students of color. (viii) An organization that advocates for mental health services and suicide prevention in elementary schools and secondary schools. (ix) An organization representing secondary and postsecondary students of color with special education needs. (x) An organization representing psychological and counseling directors at elementary schools and secondary schools. (B) 1 member who is a scholarly expert and practitioner in the areas of schooling experiences of students of color and equity and school discipline reform. (C) 2 members who are-- (i) students of color; or (ii) family members of such students. (2) Chairperson; vice chairperson.--The Chairperson and Vice Chairperson of the Commission shall be selected from among the members by the Secretary. (3) Rates of pay.--Members shall serve without pay. (4) Travel expenses.--Each member shall receive travel expenses, including per diem in lieu of subsistence, in accordance with applicable provisions under subchapter I of chapter 57 of title 5, United States Code. (d) Meetings.-- (1) Initial meeting.--The Commission shall meet not later than 60 days after the appointment of the members of the Commission under subsection (c). (2) Additional meetings.--After the initial meeting required under paragraph (1), the Commission shall meet no fewer than 7 times at the call of the Chairperson. (e) Staff.--The Secretary may appoint personnel as the Secretary considers appropriate. (f) Reports.-- (1) Annual reports.--Not later than 1 year after the date on which all members are appointed under subsection (c), and on an annual basis for each of the 4 years thereafter, the Commission shall submit to the Secretary, the Secretary of Health and Human Services, the Committee on Health, Education, Labor, and Pensions of the Senate, and the Committee on Education and Workforce of the House of Representatives a report on the progress of the Commission, including-- (A) a summary of the information gathered pursuant to carrying out the duties described in subsection (b), including any conclusions reached from such information; (B) a description of how the training materials developed under subsection (b)(3)-- (i) were distributed by the Commission, including with respect to how such distribution focused on students of color; and (ii) increased the cultural competence of school personnel and reduced disproportionate discipline of students of color, as compared to before the distribution of such materials; (C) a description of the efforts taken to increase the ability of school personnel to provide the mental health support and counseling services described in subsection (b)(4); and (D) a description of the steps taken to-- (i) increase the capacity of school psychologists and counselors in the ways described in subsection (b)(5); and (ii) reduce disproportionate discipline. (2) Final report.--The final report submitted under paragraph (1) shall include, in addition to the information required under such paragraph, the final findings, conclusions, and recommendations of the Commission. (g) Termination.--The Commission shall terminate 90 days after submitting the final report described in subsection (f)(2). (h) Definitions.-- (1) Applicable program.--The term ``applicable program'' has the meaning given such term in section 400(c) of the General Education Provisions Act (20 U.S.C. 1221(c)). (2) ESEA terms.--The terms ``elementary school'', ``secondary school'', and ``Secretary'' have the meanings given such terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). <all>\n\nSUMMARY TO EVALUATE:\nTitle: Commission on Advancing Restorative Justice in Elementary and Secondary Education Act\nSummary: This bill creates a national commission to promote restorative justice practices in elementary and secondary schools. It aims to improve mental health support and reduce disciplinary disparities for students of color.\nKey Points: Creation of an advisory commission to define and promote restorative justice in schools., Development of training for school staff to reduce racial and gender bias in discipline., Recommendations for better student-to-counselor and student-to-psychologist ratios., New guidelines for schools to track and report mediation and restorative practices.\n\nZASADY OCENY:\n1. Sprawdź wszystkie LICZBY, DATY i KWOTY w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n2. Sprawdź wszystkie NAZWISKA, ORGANIZACJE i MIEJSCA w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n3. Sprawdź wszystkie konkretne DZIAŁANIA PRAWNE . Jeśli tego mechanizmu nie ma w SOURCE -> is_valid: false.\n\nWAŻNE: Abstrakcyjne pojęcia (np. \"transparentność\", \"zaufanie\") są dozwolone jako wnioski.\n\nOUTPUT (JSON):\n{\n  \"is_valid\": true/false,\n  \"issue\": \"fabricated_entity\" / \"contradiction\" / \"none\"\n}\n\nWYMAGANIA FORMATOWANIA:\n1. Odpowiedz WYŁĄCZNIE surowym obiektem JSON.\n2. NIE używaj bloków kodu Markdown.\n3. NIE dodawaj żadnych wstępów ani wyjaśnień przed ani po JSONie.\n4. JSON musi być poprawny i gotowy do parsowania.\n\n",
      "ai_response_raw": "{\n  \"is_valid\": true,\n  \"issue\": \"none\"\n}"
    },
    {
      "timestamp": "2026-04-23T11:14:19.725Z",
      "source_url": "https://www.congress.gov/119/bills/hr8360/BILLS-119hr8360ih.htm",
      "model": "gemini-flash-latest",
      "prompt_sent": "\nJesteś ekspertem od prawa Stanów Zjednoczonych, który ma za zadanie analizować dokumenty ustaw, uchwał oraz innych dokumentów legislacyjnych, a następnie przygotowywać z nich informacje w przystępny sposób dla obywateli. Twoim celem jest przedstawienie informacji tak, aby obywatele mogli sami ocenić wpływ legislacji na ich życie, nawet bez posiadania specjalistycznej wiedzy legislacyjnej. Skup się na faktach i obiektywnych skutkach wprowadzanych zmian, unikając wartościowania i osobistych opinii. Wszelki żargon prawny jest zabroniony. Prezentuj informacje w jasny, zwięzły i angażujący sposób, tak aby były zrozumiałe dla osoby bez wykształcenia prawniczego. Unikaj długich, złożonych zdań. Zamiast pisać \"projekt ma na celu nowelizację kodeksu podatkowego...\", napisz \"Zmiany w podatkach: nowe ulgi i obowiązki dla...\". Kontynuuj swoją pracę, dopóki nie rozwiążesz swojego zadania. Jeśli nie masz pewności co do generowanej treści, przeanalizuj dokument ponownie – nie zgaduj. Rozplanuj dobrze swoje zadanie przed przystąpieniem do niego. W podsumowaniu i kluczowych punktach, jeśli to możliwe i uzasadnione, podkreśl, jakie konkretne korzyści lub skutki (pozytywne lub negatywne) wprowadza ustawa dla życia codziennego obywateli, ich praw i obowiązków, finansów osobistych, bezpieczeństwa i innych ważnych kwestii (np. kategorycznych zakazów i nakazów czy najważniejszych konkretnych alokacji finansowych i terytorialnych).\n\nTwoja odpowiedź MUSI być w formacie JSON - i zawierać następujące klucze.\nZanim zwrócisz odpowiedź, dokładnie zweryfikuj, czy cała struktura JSON jest w 100% poprawna, włącznie ze wszystkimi przecinkami, nawiasami klamrowymi, kwadratowymi oraz cudzysłowami. Błędny JSON jest nieakceptowalny i uniemożliwi przetworzenie Twojej pracy.\n\nPrzeanalizuj dokładnie poniższy tekst dokumentu prawnego. To jest treść, na podstawie której masz wygenerować podsumowanie i kluczowe punkty:\n--- POCZĄTEK DOKUMENTU ---\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 8360 Introduced in House (IH)] <DOC> 119th CONGRESS 2d Session H. R. 8360 To authorize the Secretary of Education, in collaboration with the Secretary of Health and Human Services, to establish an interagency advisory Commission on Advancing Restorative Justice in Elementary and Secondary Education, and for other purposes. _______________________________________________________________________ IN THE HOUSE OF REPRESENTATIVES April 16, 2026 Mrs. Watson Coleman (for herself, Ms. Lee of Pennsylvania, Ms. Sewell, Ms. Tlaib, and Ms. Bonamici) introduced the following bill; which was referred to the Committee on Education and Workforce _______________________________________________________________________ A BILL To authorize the Secretary of Education, in collaboration with the Secretary of Health and Human Services, to establish an interagency advisory Commission on Advancing Restorative Justice in Elementary and Secondary Education, 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. This Act may be cited as the ``Commission on Advancing Restorative Justice in Elementary and Secondary Education Act of 2026''. SEC. 2. FINDINGS; PURPOSE. (a) Findings.--Congress finds the following: (1) Students of color often experience harsher disciplinary measures and greater barriers to educational opportunities due to racial and gender biases embedded into school codes of conduct, discipline policies, and dress code policies. (2) Racial and gender biases in school discipline practices and limited requirements in educator preparation and professional development all influence how school personal react to behavior by students of color. (3) Improved and increased opportunities for culturally competence professional development programs can help teachers and related school personnel more effectively respond to student behavior misbehavior and thereby decrease the disparity between how Black and White students are disciplined. (b) Purpose.--The purposes of this Act are the following: (1) To support the mental and behavioral health of students of color. (2) To increase capacity for providing mental health support and counseling services that are accessible, culturally competent, and responsive to the needs of students of color. (3) To provide recommendations on universal school psychologist-to-student ratio and Counselor-to-student ratio to ensure evidence-based healthy school climate interventions, accessible mental health support, program evaluation, and teacher consultation. (4) To codify restorative-level practices that create equitable learning environments, developmental relationships, and build academic engagement. SEC. 3. INTERAGENCY ADVISORY COMMISSION ON ADVANCING RESTORATIVE JUSTICE IN ELEMENTARY AND SECONDARY EDUCATION. (a) In General.--Not later than 90 days after the date of the enactment of this Act, the Secretary, in collaboration with the Secretary of Health and Human Services, shall establish a commission to be known as the Interagency Advisory Commission on Advancing Restorative Justice in Elementary and Secondary Education (in this Act referred to as the ``Commission''). (b) Duties.--The duties of the Commission shall be to-- (1) create guidelines for elementary schools and secondary schools to track and report the groups of students who most frequently participate in mediation, restorative practices, and other similar practices; (2) develop definitions of the terms ``restorative justice'' and ``restorative practices'' to be used by the Department of Education; (3) develop and distribute training materials for school personnel that-- (A) include practices that align with the definitions developed pursuant to paragraph (2); and (B) provide information on emotional and social disruptions and delays, accountability checks, peer discussions, and other classroom approaches that reduce bias, enhance cultural competency, and allow for critical reflection; (4) increase the ability of school personnel to provide mental health support and counseling services that are accessible, culturally competent, and responsive to the needs of students of color; and (5) develop and recommend, to elementary schools and secondary schools that receive funds under an applicable program, school psychologist-to-student and counselor-to- student ratios that ensure lower caseloads, evidence-based school climate interventions, accessible mental health support, program evaluation, and teacher consultation. (c) Membership.-- (1) Number and appointment.--The Commission shall be composed of not more than 13 members, appointed not later than 90 days after the date of the enactment of this Act by the Secretary, in collaboration with the Secretary of Health and Human Services, as follows: (A) 1 member from each of the following: (i) The Office of Elementary and Secondary Education of the Department of Education. (ii) The Office of Special Education and Rehabilitative Services of the Department of Education. (iii) The Office for Civil Rights of the Department of Education. (iv) The Office of Early Childhood Development of the Department of Health and Human Services. (v) The Office of Child Supportive Services of the Department of Health and Human Services. (vi) The White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity for Black Americans. (vii) An organization that represents restorative justice and the behavioral health of young students of color. (viii) An organization that advocates for mental health services and suicide prevention in elementary schools and secondary schools. (ix) An organization representing secondary and postsecondary students of color with special education needs. (x) An organization representing psychological and counseling directors at elementary schools and secondary schools. (B) 1 member who is a scholarly expert and practitioner in the areas of schooling experiences of students of color and equity and school discipline reform. (C) 2 members who are-- (i) students of color; or (ii) family members of such students. (2) Chairperson; vice chairperson.--The Chairperson and Vice Chairperson of the Commission shall be selected from among the members by the Secretary. (3) Rates of pay.--Members shall serve without pay. (4) Travel expenses.--Each member shall receive travel expenses, including per diem in lieu of subsistence, in accordance with applicable provisions under subchapter I of chapter 57 of title 5, United States Code. (d) Meetings.-- (1) Initial meeting.--The Commission shall meet not later than 60 days after the appointment of the members of the Commission under subsection (c). (2) Additional meetings.--After the initial meeting required under paragraph (1), the Commission shall meet no fewer than 7 times at the call of the Chairperson. (e) Staff.--The Secretary may appoint personnel as the Secretary considers appropriate. (f) Reports.-- (1) Annual reports.--Not later than 1 year after the date on which all members are appointed under subsection (c), and on an annual basis for each of the 4 years thereafter, the Commission shall submit to the Secretary, the Secretary of Health and Human Services, the Committee on Health, Education, Labor, and Pensions of the Senate, and the Committee on Education and Workforce of the House of Representatives a report on the progress of the Commission, including-- (A) a summary of the information gathered pursuant to carrying out the duties described in subsection (b), including any conclusions reached from such information; (B) a description of how the training materials developed under subsection (b)(3)-- (i) were distributed by the Commission, including with respect to how such distribution focused on students of color; and (ii) increased the cultural competence of school personnel and reduced disproportionate discipline of students of color, as compared to before the distribution of such materials; (C) a description of the efforts taken to increase the ability of school personnel to provide the mental health support and counseling services described in subsection (b)(4); and (D) a description of the steps taken to-- (i) increase the capacity of school psychologists and counselors in the ways described in subsection (b)(5); and (ii) reduce disproportionate discipline. (2) Final report.--The final report submitted under paragraph (1) shall include, in addition to the information required under such paragraph, the final findings, conclusions, and recommendations of the Commission. (g) Termination.--The Commission shall terminate 90 days after submitting the final report described in subsection (f)(2). (h) Definitions.-- (1) Applicable program.--The term ``applicable program'' has the meaning given such term in section 400(c) of the General Education Provisions Act (20 U.S.C. 1221(c)). (2) ESEA terms.--The terms ``elementary school'', ``secondary school'', and ``Secretary'' have the meanings given such terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). <all>\n--- KONIEC DOKUMENTU ---\n\nPAMIĘTAJ: Twoja odpowiedź MUSI być wyłącznie poprawnym obiektem JSON. Nie dodawaj żadnych dodatkowych znaków, komentarzy ani tekstu przed znacznikiem '{' ani po znaczniku '}'. Cała odpowiedź musi być parsowalna jako JSON.\nNa podstawie POWYŻSZEGO dokumentu, wypełnij poniższą strukturę JSON:\nOto struktura JSON, której oczekuję (wypełnij ją treścią):\n{\n  \"pl_ai_title\": \"Nowy, krótki tytuł dla aktu prawnego po polsku, oddający sedno wprowadzanych zmian (np. maksymalnie 10-12 słów).\",\n  \"pl_summary\": \"2-3 zdania zwięzłego podsumowania treści aktu prawnego po polsku, napisane z perspektywy wpływu na życie codzienne obywateli.\",\n  \"pl_key_points\": [\n    \"Pierwszy krótki punkt po polsku dotyczący najważniejszych wprowadzanych rozwiązań lub zmian.\",\n    \"Drugi krótki punkt po polsku...\"\n  ],\n  \"eng_ai_title\": \"A new, short title for the legal act in English, capturing the essence of the changes (e.g., max 10-12 words).\",\n  \"eng_summary\": \"2-3 sentences summarizing the legal act in English, from the perspective of its impact on citizens' daily lives.\",\n  \"eng_key_points\": [\n    \"First short bullet point in English regarding the most important solutions or changes being introduced.\",\n    \"Second short bullet point in English...\"\n  ],\n  \"de_ai_title\": \"Ein neuer, kurzer Titel für das Rechtsdokument auf Deutsch, der den Kern der Änderungen erfasst (z.B. max. 10-12 Wörter).\",\n  \"de_summary\": \"2-3 Sätze Zusammenfassung des Rechtsdokuments auf Deutsch, aus der Perspektive seiner Auswirkungen auf das tägliche Leben der Bürger.\",\n  \"de_key_points\": [\n    \"Erster kurzer Stichpunkt auf Deutsch zu den wichtigsten eingeführten Lösungen oder Änderungen.\",\n    \"Zweiter kurzer Stichpunkt auf Deutsch...\"\n  ],\n  \"fr_ai_title\": \"Un nouveau titre court pour l'acte juridique en français, saisissant l'essence des changements (par exemple, 10-12 mots maximum).\",\n  \"fr_summary\": \"Résumé de 2-3 phrases de l'acte juridique en français, du point de vue de son impact sur la vie quotidienne des citoyens.\",\n  \"fr_key_points\": [\n    \"Premier court point en français concernant les solutions ou changements les plus importants introduits.\",\n    \"Deuxième court point en français...\"\n  ],\n  \"es_ai_title\": \"Un nuevo título breve para el acto jurídico en español, que recoja la esencia de los cambios (por ejemplo, máximo 10-12 palabras).\",\n  \"es_summary\": \"Resumen de 2-3 frases del acto jurídico en español, desde la perspectiva de su impacto en la vida cotidiana de los ciudadanos.\",\n  \"es_key_points\": [\n    \"Primer punto breve en español sobre las soluciones o cambios más importantes que se introducen.\",\n    \"Segundo punto breve en español...\"\n  ],\n  \"it_ai_title\": \"Un nuovo titolo breve per l'atto giuridico in italiano, che colga l'essenza delle modifiche (ad es. massimo 10-12 parole).\",\n  \"it_summary\": \"Riepilogo di 2-3 frasi dell'atto giuridico in italiano, dal punto di vista del suo impatto sulla vita quotidiana dei cittadini.\",\n  \"it_key_points\": [\n    \"Primo breve punto in italiano riguardante le soluzioni o le modifiche più importanti introdotte.\",\n    \"Secondo breve punto in italiano...\"\n  ],\n  \"nl_ai_title\": \"Een nieuwe, korte titel voor de rechtshandeling in het Nederlands, die de essentie van de wijzigingen weergeeft (bijv. max. 10-12 woorden).\",\n  \"nl_summary\": \"Samenvatting van 2-3 zinnen van de rechtshandeling in het Nederlands, vanuit het perspectief van de impact op het dagelijks leven van burgers.\",\n  \"nl_key_points\": [\n    \"Eerste korte punt in het Nederlands betreffende de belangrijkste geïntroduceerde oplossingen of wijzigingen.\",\n    \"Tweede korte punt in het Nederlands...\"\n  ],\n  \"pt_ai_title\": \"Um novo título curto para o ato jurídico em português, capturando a essência das mudanças (por exemplo, máx. 10-12 palavras).\",\n  \"pt_summary\": \"Resumo de 2-3 frases do ato jurídico em português, na perspetiva do seu impacto na vida quotidiana dos cidadãos.\",\n  \"pt_key_points\": [\n    \"Primeiro ponto curto em português sobre as soluções ou alterações mais importantes introduzidas.\",\n    \"Segundo ponto curto em português...\"\n  ],\n  \"category\": [\"Categorize the document into one category by default, based on the field it primarily concerns. Choose up to 3 if the document also touches upon SIGNIFICANT issues from other categories. You MUST select categories ONLY from the following list: Health, Education, Family, Taxes, Labor, Security, Environment, Courts and Law, Transport, Benefits, Real Estate, Media and Culture, Local Government, Migration, Agriculture, Public Investments, Informatization, Economy. If the document does not definitively fit any of these, you MUST use \"Other\". If you use \"Other\", it should be the ONLY category selected. Do NOT invent new categories. The response must be an array of strings, e.g., [\"Taxes\", \"Family\"].\"]\n}\n\n",
      "ai_response_raw": "{\n  \"pl_ai_title\": \"Ustawa o powołaniu Komisji ds. Sprawiedliwości Naprawczej w Szkołach Podstawowych i Średnich\",\n  \"pl_summary\": \"Ustawa powołuje specjalną komisję, która ma opracować nowe metody rozwiązywania konfliktów w szkołach, skupiając się na sprawiedliwości naprawczej zamiast karania. Celem jest lepsze wsparcie psychiczne dla uczniów oraz walka z uprzedzeniami w dyscyplinie szkolnej.\",\n  \"pl_key_points\": [\n    \"Powołanie komisji ekspertów do spraw sprawiedliwości naprawczej w edukacji.\",\n    \"Opracowanie materiałów szkoleniowych dla nauczycieli w celu ograniczenia uprzedzeń rasowych i płciowych.\",\n    \"Zalecenia dotyczące zwiększenia liczby psychologów i pedagogów przypadających na jednego ucznia.\",\n    \"Wprowadzenie nowych standardów śledzenia i raportowania metod dyscyplinarnych stosowanych w szkołach.\"\n  ],\n  \"eng_ai_title\": \"Commission on Advancing Restorative Justice in Elementary and Secondary Education Act\",\n  \"eng_summary\": \"This bill creates a national commission to promote restorative justice practices in elementary and secondary schools. It aims to improve mental health support and reduce disciplinary disparities for students of color.\",\n  \"eng_key_points\": [\n    \"Creation of an advisory commission to define and promote restorative justice in schools.\",\n    \"Development of training for school staff to reduce racial and gender bias in discipline.\",\n    \"Recommendations for better student-to-counselor and student-to-psychologist ratios.\",\n    \"New guidelines for schools to track and report mediation and restorative practices.\"\n  ],\n  \"de_ai_title\": \"Gesetz zur Einsetzung einer Kommission für restorative Justiz an Schulen\",\n  \"de_summary\": \"Dieses Gesetz schafft eine Kommission, die alternative Konfliktlösungsmethoden an Schulen fördern soll. Ziel ist es, die psychische Gesundheit der Schüler zu stärken und Vorurteile bei Disziplinarmaßnahmen abzubauen.\",\n  \"de_key_points\": [\n    \"Einrichtung einer Expertenkommission für restorative Praktiken im Bildungswesen.\",\n    \"Erstellung von Schulungsmaterialien für Lehrkräfte zur Vermeidung von Diskriminierung.\",\n    \"Empfehlungen für ein besseres Verhältnis von Schulpsychologen und Beratern zu Schülern.\",\n    \"Einheitliche Richtlinien zur Berichterstattung über Mediationsverfahren an Schulen.\"\n  ],\n  \"fr_ai_title\": \"Loi créant une commission sur la justice restaurative en milieu scolaire\",\n  \"fr_summary\": \"Ce projet de loi crée une commission nationale pour promouvoir la justice restaurative dans les écoles primaires et secondaires. L'objectif est d'améliorer le soutien en santé mentale et de réduire les inégalités disciplinaires.\",\n  \"fr_key_points\": [\n    \"Création d'une commission consultative pour définir les pratiques de justice restaurative.\",\n    \"Développement de formations pour le personnel scolaire afin de réduire les biais raciaux et de genre.\",\n    \"Recommandations sur le nombre optimal de psychologues et de conseillers par élève.\",\n    \"Mise en place de directives pour le suivi des médiations et des pratiques disciplinaires.\"\n  ],\n  \"es_ai_title\": \"Ley para Crear una Comisión de Justicia Restaurativa en las Escuelas\",\n  \"es_summary\": \"Esta ley establece una comisión nacional para fomentar prácticas de justicia restaurativa en escuelas primarias y secundarias. Busca mejorar el apoyo a la salud mental y reducir las disparidades en la disciplina escolar.\",\n  \"es_key_points\": [\n    \"Creación de una comisión asesora para definir y promover la justicia restaurativa escolar.\",\n    \"Desarrollo de materiales de capacitación para reducir prejuicios en el personal docente.\",\n    \"Recomendaciones sobre la proporción adecuada de psicólogos y consejeros por estudiante.\",\n    \"Nuevas guías para que las escuelas informen sobre mediaciones y prácticas restaurativas.\"\n  ],\n  \"it_ai_title\": \"Legge per l'Istituzione di una Commissione sulla Giustizia Riparativa nelle Scuole\",\n  \"it_summary\": \"Questa legge istituisce una commissione nazionale per promuovere pratiche di giustizia riparativa nelle scuole elementari e superiori. L'obiettivo è migliorare il supporto psicologico e ridurre le disparità disciplinari.\",\n  \"it_key_points\": [\n    \"Istituzione di una commissione consultiva per definire la giustizia riparativa a scuola.\",\n    \"Sviluppo di corsi di formazione per il personale scolastico contro i pregiudizi razziali.\",\n    \"Raccomandazioni sul numero ottimale di psicologi e consulenti per ogni studente.\",\n    \"Linee guida per monitorare e rendicontare le mediazioni e le pratiche disciplinari.\"\n  ],\n  \"nl_ai_title\": \"Wet tot Oprichting van een Commissie voor Herstelrecht in het Onderwijs\",\n  \"nl_summary\": \"Deze wet stelt een nationale commissie in om herstelrechtpraktijken op basisscholen en middelbare scholen te bevorderen. Het doel is om de geestelijke gezondheidszorg te verbeteren en ongelijkheid in schooltucht aan te pakken.\",\n  \"nl_key_points\": [\n    \"Oprichting van een adviescommissie om herstelrecht in het onderwijs te definiëren.\",\n    \"Ontwikkeling van trainingsmateriaal voor schoolpersoneel om vooroordelen te verminderen.\",\n    \"Aanbevelingen voor een betere verhouding tussen schoolpsychologen en leerlingen.\",\n    \"Nieuwe richtlijnen voor scholen om bemiddeling en tuchtmaatregelen te registreren.\"\n  ],\n  \"pt_ai_title\": \"Lei de Criação da Comissão de Justiça Restaurativa no Ensino Básico e Secundário\",\n  \"pt_summary\": \"Esta lei estabelece uma comissão nacional para promover práticas de justiça restaurativa nas escolas. O objetivo é reforçar o apoio à saúde mental e reduzir as disparidades disciplinares para estudantes de minorias.\",\n  \"pt_key_points\": [\n    \"Criação de uma comissão consultiva para definir e promover a justiça restaurativa.\",\n    \"Desenvolvimento de formação para funcionários escolares visando reduzir preconceitos.\",\n    \"Recomendações sobre o rácio ideal de psicólogos e conselheiros por aluno.\",\n    \"Diretrizes para que as escolas monitorizem e reportem mediações e práticas restaurativas.\"\n  ],\n  \"category\": [\n    \"Education\",\n    \"Health\"\n  ]\n}"
    }
  ]
}