The purpose of this "From the Field" article is to share the tentative results of communityengaged research investigating the impact of Restorative Justice Discipline Practices on persistent discipline gaps in terms of race, gender, and special education identification.

Disproportionality in school discipline is a serious and ongoing problem. Some schools are experimenting with alternative models to address persistent inequities. This article features one high school’s adoption of a restorative practices discipline program with a focus on teachers’ perceptions of their experiences and the efficacy of the program. Findings indicate that restorative practices can be a powerful means to strengthen relationships and reduce the number of students receiving exclusionary consequences.

The purpose of this multimedia research is to provide a blueprint for change that is centered on an alternative disciplinary approach referred to as restorative justice or restorative practices. First, we provide a short overview of the problem of racially based discipline practices in American schools. Then, we share the philosophical underpinnings of restorative justice, describe key components essential to its implementation, and provide links to videos that illustrate the successful implementation of restorative practices in authentic school settings. Thereafter, we offer what we believe is vital for institutional change: understanding the role Whiteness plays in disparate treatment and engaging in anti-racist school leadership. In the final section of the paper, we share specific strategies educators can use to navigate the change processes necessary to work toward racial equity in school discipline.