This study examined effects of impairments in physical and mental health on the risk of intimate partner violence (IPV) victimization in a nationally representative sample of U.S. adults (≥18 years). A total of 34,563 adults completed interviews in two waves of the National Epidemiologic Survey on Alcohol and Related Conditions (NESARC). Physical and mental health impairments, as well as IPV victimization, were assessed using validated surveys in the total sample and by gender. In the total sample, physical health impairments at Wave 1 (odds ratio [OR] = 1.22, 95% confidence interval [CI] = [1.04, 1.42], p < .05) and mental health impairments at Wave 1 (OR = 1.67, 95% CI = [1.45, 1.91], p < .001) were significantly associated with higher risk of IPV victimization at Wave 2, compared with those without reported impairments. Higher risk of later IPV victimization was also seen among females who reported physical health impairments (OR = 1.26, 95% CI [1.04, 1.53], p < .05) and mental health impairments (OR = 1.93, 95% CI = [1.63, 2.28], p < .001) compared with those who did not report similar limitations. Among males, higher risk of IPV victimization was significantly associated with mental health impairments (OR = 1.48, 95% CI = [1.19, 1.82], p < .001), compared with those without mental health impairments. Adults with physical and mental health impairments may benefit from targeted interventions aimed at preventing IPV.

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Increasingly, education policymakers are touting restorative justice as a way to interrupt the “school-to-prison pipeline,” which disproportionately impacts students by race, sexuality, and disability. A small but growing research literature suggests that restorative justice decreases suspension and behavioral incidents, while improving school climate—particularly when embraced as a schoolwide ethos, rather than a targeted disciplinary strategy. Restorative justice represents a marked departure from long-standing punitive approaches to discipline, however, and school communities are eager for support in navigating this culture shift. To this end, this article presents findings from case studies of five diverse NYC schools using restorative justice approaches. Drawing on qualitative data from interviews and focus groups with educators, students, parents, and school safety agents, our findings provide insight into key practices and resources, stakeholder perceptions, and challenges of and practical strategies for building holistic, schoolwide restorative justice. We present a series of “lessons” to inform restorative justice practice and policy, underscoring the importance of community-building, deliberate resources and infrastructure, interrogating localized and systemic power dynamics, and elevating student leadership.