School discipline policies have long relied on suspensions to manage student behavior but concerns over their disproportionate impact and long-term consequences have led to the rise of alternative approaches. In a study published by the Annenberg Institute at Brown University, researchers examined the rollout of Restorative Practices (RP) across 73 high schools in Chicago Public Schools (CPS) from the 2013-14 to 2018-2019 school years. RP focuses on fostering accountability and repairing harm through structured conversations and community-building rather than punitive discipline. Using a difference-in-differences research design, the study analyzed student suspensions, school climate, and juvenile arrest rates to assess the impact of RP implementation.
The study found that the introduction of RP led to an 18% reduction in out-of-school suspensions, with the greatest declines observed among Black students, who historically faced the highest suspension rates. Arrests also decreased significantly, with a 19% overall reduction, including a 35% drop in school-related arrests and a 15% decline in out-of-school arrests—suggesting changes in student behavior beyond the school setting. While concerns exist that reducing punitive discipline could increase classroom disruptions, the study found no evidence of negative effects on school climate or academic achievement. In fact, student survey responses indicated improvements in perceptions of school safety, peer behavior, and student-teacher trust.
Despite these positive outcomes, the study also highlighted key limitations. RP had little to no effect on standardized test scores, and its success varied based on school implementation. While the findings suggest that RP can improve behavioral outcomes without harming academic performance, its effectiveness depends on sustained school-wide commitment, adequate training for educators, and integration into broader school culture. The researchers emphasize that RP alone may not be a universal solution, but when implemented thoughtfully, it has the potential to create more supportive and inclusive learning environments.
Source (Open Access): Adukia, A., Feigenberg, B., Momeni, F. (2025) : From Retributive to Restorative: An Alternative Approach to Justice in Schools. (EdWorkingPaper: 23 -854). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/k310-w337