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Students Lived Experience
Offsetting Racial Divides:
Zero-Tolerance School Suspensions & Restorative Justice Practices
An Student's Experience of Restorative Justice
"Thomas"
Thomas, a 19-year-old Black male, and recent high-school graduate shares his experiences of restorative justice. He recalls how a school administrator shifted his life path. He shares how empathy, connection, and warm regard offered him support in his time of need.
Thomas's story demonstrates how district administrators are one of the most influential stakeholders in student-centered discipline. Using an equity-based lens, this district leader shifted disciplinary and academic outcomes. As a result, Thomas experienced:
increased feelings of being seen and heard
a sense of belonging and support
culturally-restorative practices
classroom instruction
Research reveals striking gaps in racial representation of school leaders and suggests that disparities contribute to discipline inequities. Mending these harms requires policymakers to employ district administrators who utilize equity-based, humanizing, and student-centered approaches.
Expert lens on implementing restorative practices.
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