Restorative justice can transform schools
Historically in schools, student misconduct has been handled with traditional disciplinary measures, with suspension and expulsion being go-to responses. What if these longstanding solutions we’ve placed our faith in aren’t actually solutions at all?
The American Institutes for Research has asserted that suspensions do little to improve future misbehavior, causing negative effects on future school achievement.
“When we think about suspension, it’s just telling students they can’t be at school. For many, that’s a relief, not a consequence. Without an educational component, they’re not reflecting on their actions, they’re just getting a break,” explained Sam Frank, CVHS’ lead social worker.
Punitive measures aren’t just ineffective. They’re failing students and especially harming those struggling with addiction. It’s time to challenge the status quo in education.
Restorative justice combined with mental health and psychosocial support services (MHPSS) are promising solutions that should be incorporated into all schools. Through interventions, they address root causes of behavior to promote well-being and healing.
“Substance use often stems from unaddressed issues, whether it’s a challenging family dynamic or a past trauma. The best way to address this is through creating a safe space, something that traditional punitive measures fail to provide,” Frank noted.
For student users, this could mean the difference between a positive correctional path or a lifetime of struggle.
“When educational institutions use only disciplinary measures for substance users, they lose the opportunity to address the antecedents of drug use and abuse,” said Sue Anderson, Tobacco Use Prevention Education (TUPE) coordinator and health instructor.
These issues go largely ignored until it’s too late for those most needing support. Leading CVHS’ TUPE program, I’ve helped create a restorative justice intervention for students caught in possession. With mental health professionals, we intervene early to understand underlying issues and provide a supportive pathway forward. Students who have participated find that TUPE’s compassion and care, makes a positive difference for their quitting journey.
“We offer resources that assist them in understanding the connection between needs, thoughts, feelings, and behaviors with risk and protective factors. It is taking their power back!” explained Anderson.
The program’s impact mirrors statistics on restorative justice: it is more effective than traditional responses and more successful at reducing reoffense than current practices. Thus, our education system needs to reaffirm its commitment to strengthening its resources and being responsive to its young adults, especially those impacted by the substance epidemic.
Ignoring the mental health needs of students in the name of discipline perpetuates damaging cycles, sending the message that their struggles aren’t worthy of attention.
“Restorative justice needs to be applied consistently across the board to be effective. Yet, because we’re dealing with humans—each with different personalities and approaches—it’s challenging to maintain that consistency. But, even small steps towards more compassionate and restorative approaches can make a huge difference,” Frank stressed.
The small steps incorporating restorative justice and MHPSS in schools can create a powerful shift from exclusion to inclusion. It goes beyond being more effective—it’s a humane approach that allows students to be part of a future where they are encouraged to take the necessary steps to thrive.
The era of traditional discipline must end. Students deserve solutions.