Beyond Zero Tolerance

Abstract

Zero tolerance policies in secondary schools now embrace an array of misbehaviors varying widely in seriousness. Their utility has therefore come into question, especially because they do not address causal factors and generally maintain an emphasis on suspension and expulsion. In contrast, responses based on a restorative justice philosophy embrace stakeholders in an interactive process to repair harm by addressing the nature of the misbehavior and resulting damages. In an effort to examine the applicability of restorative justice principles to disciplinary policies in educational settings, the explorative results of a pilot project are presented. Quantitative outcomes indicate reduced behavioral referrals and suspensions. Qualitative descriptions likewise point toward positive directions. Overall, findings are supportive of employing restorative justice principles in response to school-related misbehavior, which could be combined with traditional practices (for more serious offenders) in a synergistic approach to restoring order in our schools, responsibility in our students, and, ultimately, hope in our communities.