A 2018 US Dept. of Education study found that Black male students are over 3 times more likely to receive suspensions and expulsions than White male students, and Black female students more than 5 times more likely than White female students. Exclusionary discipline practices do little to solve the root cause of conflicts, and they are often used to punish subjective infractions (like defiance or disrespect) rather than objective rules. Restorative Practices—when carefully and ethically applied—offer potent skills and empower school community members to participate in solutions, creating the potential for the community to recognize and reform institutional flaws that perpetuate inequities.

The Center for Dialogue and Resolution has been working in Lane County for 40 years, supporting family mediation, criminal justice diversion programs, teen court, and restorative justice. We are part of national and state networks of community dispute resolution centers and participate regularly in research and professional learning communities.

In a Restorative school, both prosocial and unwelcome behaviors are opportunities for learning and growth.  Students in Restorative schools often experience greater belonging with their peers, and experience school staff as real people who are interested in their needs, not just their compliance.  When students do make harmful choices, these instances are less likely to result in their exclusion, and more likely to give them a chance to make meaningful repair. 

Restorative Practices give teachers the tools to bring their behavior support more into alignment with the rest of their teaching.  They provide students with real practice in building listening skills, empathy, and expressing their needs appropriately, all of which circumvents much disruptive classroom behavior.  Teachers also know that in a Restorative school, their own impacts and needs will be taken into account when the school responds to harmful student behaviors, and to staff conflicts. 

With Restorative Practices in place, administrators have the tools to support positive behavior, and reform unwelcome behavior, in a way that truly supports every person involved: students, parents, teachers, and the school community as a whole.  From chronic absenteeism to hallway fights, and everything in between, working restoratively means administrators no longer have to choose between taking the harm seriously and keeping the responsible student in school.