Restorative-justice-aligned discipline policies to reduce exclusionary discipline disparities¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 2 studies (1 review, 1 qualitative), q1–q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The brief recommends states reduce disparities and overuse of exclusionary discipline by setting clear equity-centered goals, ensuring transparent disaggregated data, and adopting positive approaches such as restorative justice. Massachusetts is highlighted for banning corporal punishment, requiring consideration of alternative discipline before long-term suspensions and expulsions, banning discriminatory conduct and hair and grooming codes, and providing guidance for 'co-developing clear, student-centered codes of conduct aligned with a restorative justice approach.'

Design Implications¶

Context¶

Requirements¶

• Publicly reported discipline data disaggregated by student groups, offense categories, punishment types and lengths, and repeat suspensions

Constraints¶

• The brief notes Massachusetts should still prohibit exclusionary discipline for non-violent, subjective, or minor offenses and for young learners, and enable cross-tabulated identity-intersection data

Target Learners¶

• Students of color and students with disabilities, who are disproportionately excluded from school

Target Learning Goals¶

• Opportunities to learn and develop holistically without exclusionary discipline

Claims¶

• Many district and school data systems do not track restorative justice efforts or outcomes for students exposed to RJ processes [+W]
• Exclusionary discipline harms students and disproportionately affects students of color, so tracking suspension data can promote positive interventions [+W]

Related Strategies¶

• Districts should track rates of lost instruction from suspensions and conduct recurring public reviews of discipline disparities
• Adopt positive, restorative discipline approaches and ban harmful exclusionary practices
• Six policy areas state leaders can implement to create equitable SEAD-supportive learning environments
• Seven state-level policy actions to improve school discipline equity
• Six-part state and local policy strategy for reducing exclusionary discipline and suspension gaps
• Replace exclusionary discipline with restorative practices and implement data-driven attendance monitoring
• Replace zero tolerance discipline policies with explicit social-emotional teaching and restorative discipline practices

Examples¶

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Key Sources¶

• The Education Trust. (2023). How Does Massachusetts Support Students' Social, Emotional, and Academic Development (SEAD)?. EdTrust.org. https://eric.ed.gov/?id=ED630071