Restorative Practice

Too many students are being suspended only to return to school and get suspended again once they return. In fact, out-of-school suspensions are likely to increase discipline problems because of the frustrating effect of the returning student finding him or herself even further behind than when he or she was evicted from school (Christie, Nelson, & Jolivette, 2004).

Furthermore, school suspension and expulsion result in a number of negative outcomes for both schools and students. Students see out of school suspension as a vacation. If they realize that nothing will be done at home, they will continue to try to get suspended. Despite the packets of homework sent home, it usually does not get done, because many parents will not enforce the student responsibility to complete it (Skiba). Even though many research studies show that the country has a stable and even declining rate of school violence and that out-of-school suspensions do not work, most schools continue to use this practice (Schiraldi and Ziedenberg, 2001).

Creating a supportive school climate requires close attention to the social, emotional, and behavioral needs of all students. Another approach to discipline is needed. Restorative practices are an emerging social science that studies how to strengthen relationships between individuals as well as social connections within communities. Restorative approaches to school discipline are increasingly being implemented throughout the United States in an attempt to reduce reliance on suspension and eradicate the racial discipline gap. Yet, little is known about the experience of students in classrooms utilizing restorative practices. 

References to Date

1. American Psychological Association Task Force. (2008).
2. Are zero tolerance policies effective in schools? An evidentiary review and recommendations. American Psychologist, 63, 852–863 Amato, A., Goldhaber, D., Francis, D., Carnine, D., Harris-Burke, F., Valentine, J., etal. (2005).
3. Works in progress: A report on middle and high school improvement programs.Washington, DC: The Comprehensive School Reform Quality Center Butts, M. J. & Cruzeiro, P. A. (2005).
4. Student perceptions of factors leading to an effective transition from eighth to ninth grade. American Secondary Education, 34 (1), 70-80. Christie, C, Nelson, C. M., & Jolivette, K. (2004).
5. School Characteristics Related to the Use of Suspension. Education and Treatment of Children , 27 (4), 509-526. Cooper, R. & Liou, D. D. (2007).
6. The structure and climate of information pathways: Rethinking opportunity to learn in urban high schools during the ninth-grade transition. The High School Journal, 92 (1), 43-56.Fritzer, P. J. & Herbst, P. S. (1996).
7. 'Make yourself at home': The 'house' concept in ninth-grade transition. American Secondary Education, 25, 7-9. Jerald, C. D. (2006).
8. Identifying potential dropouts: Key lessons for building an early warning data system. Ratliff, F., & Wilson-Jones, L. (2010).
9. North Carolina Freshmen Academy Principals’ and Counselors' Perceptions of the Social Educational Issues Impacting Students’ Academic Success. National Forum Of Educational Administration & Supervision Journal, 27(4), 1-6. Schiraldi, V., & Ziedenberg, J. (2001).
10. Schools and suspensions: Self-reported crime and the growing use of suspensions. Justice Policy Institute Policy Brief. Skiba, Russell & Reynolds, Cecil & Graham, Sandra & Sheras, Peter & Garcia, Enedina & Conoley, Jane & Garcia-Vazquez, Enedina & Subotnik, Rena & Sickler, Heidi & Edmiston, Ashley & Palomares, Ron. (2008).
11. Are Zero Tolerance Policies Effective in the Schools? An Evidentiary Review and Recommendations. American Psychologist. 63. 10.1037/0003-066X.63.9.852. 

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