Restorative Practices
Classroom behavior presents a complex challenge for educators and school administrators: disruptive behavior can prevent other kids from learning, but suspensions and expulsions can cause significant harm. Restorative practices are a promising, evidence-based alternative to punitive discipline.
Over the last few decades, schools nationwide have increased the use of exclusionary discipline – or suspensions – to address disruptive classroom behavior. However, research suggests that punitive systems disproportionately harm students of color and students from disadvantaged backgrounds, with the potential for devastating impacts later in life. Punitive disciplinary policies are linked with an increased likelihood of future academic difficulties, increased misconduct, and eventual involvement in the criminal justice system.
Restorative practices (RP) offer an alternative to punitive policies that decrease student disruption without harm. RP promotes the development of socio-emotional learning, encourages self-reflection and empathetic listening, and helps to create non-judgmental spaces for conflict resolution.
The Education Lab has partnered with CPS to evaluate the effects of RP on student behavior and provide a model of classroom management and a disciplinary system that works for interested school districts across the nation.
CPS schools that implemented restorative practices into their disciplinary policies experienced a 18% decrease in student arrests and reductions in violent conflict inside and outside of school, which suggests positive changes in students’ underlying behavior.
Students at schools with restorative practices are shown to have improved perceptions of school climate, as students have increasingly reported that they feel they belong at school and that school is a safe place. Students also reported improvement in student behavior in school.
Restorative Practices
In partnership with Chicago Public Schools, the Education Lab evaluated the effect of restorative practices implemented in high schools across the district.
Embedded Analysts
The Education Lab provides technical assistance to support Chicago Public Schools in using data analysis to answer key questions and guide daily decisions.
From Retributive to Restorative: An Alternative Approach to Justice in Schools
This paper evaluates the impact of Chicago Public Schools’ adoption of restorative practices on student discipline, finding decreased suspensions and arrests, particularly for Black students.
NBER working paper – From Retributive to Restorative: An Alternative Approach to Justice
This paper evaluates the effect of restorative practices implemented in Chicago high schools, finding decreases and student arrests in and outside of school and for violent and non-violent offenses.
Becker Friedman Institute Working Paper- From Retributive to Restorative: An Alternative Approach to Justice
Read the working paper on the results of the Education Lab’s findings from a study of the implementation of restorative practices in Chicago Public Schools.
Video – From Retributive to Restorative: An Alternative Approach to Justice
This video provides an overview of the Education Lab’s evaluation of the effect of restorative practices implemented in high schools across Chicago Public Schools.
Latest Updates
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Accelerate CEO Kevin Huffman and Education Lab executive director Sadie Stockdale Jefferson penned an op-ed that calls for doubling down on investing in tutoring programs as federal aid winds down and academic gaps persist five years after the onset of the COVID-19 pandemic.
Embedding High-Dosage Tutoring in Secondary Math Classes
MDRC published a blog post highlighting key takeaways from the implementation of a tutoring program in Fulton County, Georgia as a part of our Personalized Learning Initiative, offering a deeper look at the strategies that make tutoring successful and how schools can effectively implement them.
A restorative approach to student discipline shows promise in reducing suspensions and arrests
Suspensions are a common form of official discipline implemented in American schools, but can alternative approaches prove effective in reducing harmful student behavior?
