The following article was written by Keiana Harden, a student in the Child and Adolescent Development Program at California State University, Sacramento, as part of their coursework.

This service-learning project, Initiating, Implementing, Influential Restorative Justice on Campus, is inspired by the Alliance Against Seclusion and Restraint to address the ongoing need for more inclusive and effective behavioral support systems within the public education system. Current disciplinary approaches, including zero-tolerance policies, school suspension, and reliance on school resource officers, have been shown to disproportionately impact students and developmental outcomes. In response, this project proposes the integration of restorative justice practices and trauma-informed care training for educators as an alternative to punitive discipline models.

Grounded in socioemotional theory, the project emphasizes the development of interpersonal skills, emotional regulation, and positive relationship-building among students and staff. The primary goals include improving conflict resolution, reducing disciplinary disparities, strengthening school relationships, and enhancing overall academic success. The target participants include students, parents, and school staff within the public education system. To evaluate effectiveness, this project will utilize a longitudinal assessment approach, comparing school disciplinary data and policy evaluations before and after implementation. By fostering a more supportive and equitable school climate, this initiative aims to contribute to long-term systematic change in school disciplinary practices.

Introduction

Description of Service-Learning Setting and Target Population

This service-learning project is developed and based on thorough research and guided by the principles of the Alliance Against Seclusion and Restraint, an organization dedicated to transforming disciplinary practices in schools by advocating for the reduction and eventual elimination of punitive and exclusionary approaches. The organization works to influence policy and practice at local, state, and national levels, with a strong emphasis on dismantling systems that contribute to the school-to-prison pipeline. Through advocacy, education, and collaboration with stakeholders, the organization promotes restorative, inclusive, and trauma-informed practices that better support students’ developmental and emotional needs.

The target population for this project includes students, parents, and staff within the public education system. Students, particularly those from marginalized and historically underserved communities, are often disproportionately affected by harsh disciplinary policies such as suspensions, expulsions, and zero-tolerance practices. Educators and school staff also play a critical role, as they are responsible for implementing disciplinary policies and shaping classroom environments. By including parents and caregivers, this project acknowledges the importance of a holistic community-based approach to student well-being and success. Overall, the setting emphasizes collaboration among all stakeholders to create a more equitable and supportive environment.

Identified Need in the Community

The need for this project arises from ongoing concerns regarding the widespread use of punitive disciplinary practices in schools and their negative impact on student outcomes. Research and existing data indicate that zero-tolerance policies, overreliance on school suspensions, and the presence of school resource officers often fail to address the root cause of student behavior. Instead, these approaches can contribute to increased disengagement, academic decline, and involvement in the juvenile justice system. These practices also disproportionately affect students of color, students with disabilities, and those from low socioeconomic backgrounds, further exacerbating existing inequities in education.

There is a clear need for more inclusive and preventive approaches to behavior management that prioritize relationship-building, emotional development, and conflict resolution. Schools would deeply benefit from implementing restorative justice practices and increasing teacher training in trauma-informed care to better understand and respond to students’ diverse backgrounds and experiences. By shifting away from punitive models and toward school policies focusing on supportive, skill-building approaches, schools can create safer and more inclusive environments that promote both academic success and socioemotional growth. This identified need directly informs the design of the proposed service-learning project, which aims to address these gaps through intentional, research-based interventions.

Literature Review

Research on school discipline has consistently demonstrated the harmful effects of exclusionary and punitive practices, such as suspensions, expulsions, and zero-tolerance policies (NCD, 2015; Kim et al., 2021). These approaches not only remove students from the learning environment but also contribute to long-term negative academic and social outcomes.

Exclusionary Discipline and the Consequences

A report by the National Council on Disability highlights how exclusionary discipline practices contribute to the school-to-prison pipeline, disproportionately impacting students with disabilities and students from marginalized backgrounds (National Council on Disability [NCD], 2015). These disciplinary measures often increase students’ likelihood of academic failure, disengagement, and later involvement in the juvenile justice system, emphasizing the urgent need for systematic reform.

Shifting from Punishment to Restorative Justice in Education

Emerging research supports restorative justice as a promising alternative to traditional discipline methods. Restorative practices focus on repairing harm, fostering accountability, and building relationships rather than punishing misbehavior. A systematic review of restorative practices in schools found that these approaches reduce disciplinary incidents, decrease suspension rates, and promote more positive student behavior (Samimi et al. 2023). Recent studies have found similar findings that the implementation of restorative practices in schools is associated with reductions in suspension rates and other exclusionary discipline outcomes, suggesting their effectiveness in promoting more inclusive systems (Day, 2025; Samimi et al., 2023). Similarly, research published in Forensic Science International: Mind and Law indicates that restorative approaches are associated with fewer disciplinary incidents and improvements in school climate, demonstrating their preventative and community-building potential. (Kent et al., 2023; Day, 2022). Additionally, restorative practices emphasize collaboration among students, staff, and families, fostering a more inclusive and community-centered approach to discipline.

Academic and Social-Emotional Benefits of Restorative Practices

In addition to reducing disciplinary incidents, restorative justice has been linked to broader improvements in student well-being and academic success. Research suggests that restorative justice practices can function as a structural connectedness, reduce absenteeism, and support better academic outcomes (Samimi et al., 2023). These findings align with socioemotional learning frameworks, emphasizing the importance of relationship-building, empathy, and emotional regulation in promoting positive youth development. Furthermore, restorative approaches have been shown to benefit students who are disproportionately impacted by traditional punitive disciplinary systems, helping reduce inequalities in educational outcomes (Day, 2025).

Inequities in School Discipline Practices

The literature also highlights the strong connection between restorative justice and trauma-informed care. A growing body of research emphasizes that many student behavioral challenges are rooted in adverse childhood experiences (ACEs) and unmet emotional needs. Integrating restorative justice and trauma-informed care approaches allows schools to address the underlying causes of behavior rather than simply responding to surface-level misconduct with traditional punitive discipline. Studies show that students with disabilities and learning differences are at an increased risk of exclusionary discipline and later juvenile justice system involvement (Kim et al., 2021). Similarly, Alexander-Passe (2025) emphasizes the link between dyslexia, school exclusion, and criminal justice outcomes, underscoring the need for more supportive and inclusive educational practices. Research shows that restorative justice practices support the development of socioemotional skills such as empathy, accountability, and conflict resolution while fostering stronger relationships between students and educators (Samimi et al., 2023). The combined approach promotes healing and resilience, particularly for students who have experienced trauma.

Implementation Limitations and Equity Considerations

Despite these promising outcomes, the literature also identifies important limitations and challenges in implementation. Some studies suggest that while overall disciplinary incidents decrease, disparities across racial and demographic groups may persist if equity is not intentionally addressed (Day, 2022). Additionally, restorative justice requires substantial training, resources, and cultural shifts within schools to be effective. Without proper implementation, schools may struggle to achieve the intended outcomes, highlighting the importance of fidelity and institutional support (Kent et al., 2023).

Implications for School Discipline Reform

Overall, the existing body of research strongly supports the implementation of restorative justice practices as an effective and necessary reform in school discipline policies. While challenges remain, restorative approaches offer a meaningful pathway toward reducing disciplinary disparities, improving school climate, and disrupting the school-to-prison pipeline. This literature provides a solid foundation for the proposed service-learning project, which seeks to implement restorative justice and trauma-informed practices to create more supportive and inclusive school environments.

Socioemotional Theoretical Framework

Socioemotional development theory provides a critical foundation for understanding student behavior and guiding the implementation of effective school-based interventions. Broadly, socioemotional development refers to the processes through which individuals acquire the skills necessary to understand and manage emotions, establish positive relationships, and make responsible decisions. Within school settings, these competencies are essential for fostering a supportive learning environment and promoting both academic and behavioral success. The application of a socioemotional framework is particularly relevant to addressing the limitations of punitive disciplinary systems and supports the development of restorative justice strategies as a more effective and equitable alternative.

Traditional disciplinary approaches, such as zero-tolerance policies and exclusionary practices, often fail to address and account for students’ socioemotional needs. These approaches tend to interpret behavior as intentional misconduct rather than as a reflection of underlying emotional, developmental, or environmental factors. Research indicates that students who experience exclusionary discipline are more likely to become disengaged from school and experience negative long-term outcomes, including involvement in the juvenile justice system (NCD, 2015). From a socioemotional perspective, this is problematic because exclusionary practices require the removal of the student from opportunities to develop critical interpersonal and emotional regulation skills. Instead of promoting growth, punitive discipline can exacerbate feelings of alienation, frustration, and disconnection.

Socioemotional theory emphasizes that behavior is often a form of communication, particularly for students who lack the skills to effectively express their needs or regulate their emotions. This is especially relevant for neurodivergent students and those who have experienced trauma in childhood. Research shows that students with disabilities and learning differences are disproportionately subjected to exclusionary discipline and are at greater risk of justice system involvement (Kim et al., 2021; Kent et al., 2023). Similar research also highlights how unmet learning needs, such as dyslexia, can lead to behavioral challenges that are frequently misunderstood and punished rather than supported (Alexander-Passe, 2025a). These findings reinforce the importance of adopting a framework that recognizes the developmental and emotional context of student behavior.

Restorative justice aligns closely with socioemotional development theory by prioritizing relationship building, emotional awareness, and accountability. Rather than focusing solely on punishment, restorative justice practices encourage students to reflect on their actions, understand the impact of their actions on others, and actively participate in repairing harm. According to Samimi et al. (2023), restorative practices are associated with improved school climate, reductions in disciplinary incidents, and enhanced socioemotional competencies, including empathy and conflict resolution skills. These outcomes reflect the core goals of socioemotional development, demonstrating how restorative justice can serve as a practical application of this theoretical framework.

Additionally, socioemotional theory supports the integration of trauma-informed care within the school discipline systems. Many students who exhibit challenging behaviors have experienced adverse childhood experiences (ACEs) that impact their emotional regulation and interpersonal functioning. Day (2025) argues that students who are often labeled as “at risk” are more accurately understood as individuals in need of trauma-informed principles. Restorative justice practices create safe spaces for students to feel heard, supported, and understood, which is essential for promoting resilience and positive developmental outcomes. This approach shifts the focus from punishment to healing, aligning with socioemotional principles that emphasize growth and relationship repair.

Project Significance

The implementation of restorative justice within this service-learning project is directly guided by these socioemotional principles. This systematic shift has the potential to reduce disciplinary disparities, improve school climate, and enhance overall student well-being and success. By fostering emotional growth, strengthening relationships, and promoting accountability, this approach could support both individual development and broader systemic change. Ultimately, applying a socioemotional framework to school discipline has the potential to disrupt the school-to-prison pipeline and create a more equitable and inclusive educational environment.

Project Methodology

Project Design

The proposed service-learning project, Initiating, Implementing, Influential Restorative Justice on Campus, is designed to address the over-reliance on punitive disciplinary practices in schools by introducing restorative justice and trauma-informed care approaches. With inspiration from the Alliance Against Seclusion and Restraint, this project seeks to replace exclusionary discipline methods, such as suspensions, expulsions, and zero-tolerance policies, with practices that emphasize accountability, relationship building, and socioemotional development. Research has consistently shown that exclusionary discipline contributes to negative academic and social outcomes and increases the likelihood of justice system involvement, particularly for marginalized youth (NCD, 2015; Kim et al., 2021).

The primary goal of this project is to create a more inclusive and supportive school climate that fosters positive interactions among students, staff, and families by enhancing students’ socioemotional competencies, including empathy, communication, and conflict resolution skills. Research demonstrates that restorative practices improve school climate, strengthen interpersonal relationships, and increase academic engagement by creating environments where students feel supported and connected (Samimi et al., 2023). Additionally, this project aims to reduce disciplinary disparities among marginalized student populations, particularly those with disabilities or those from underdeserved backgrounds who are disproportionately affected by exclusionary discipline (Kent et al., 2023; Alexander-Passe, 2025a). A key component of this initiative is equipping educators and school staff with the knowledge and tools necessary to implement trauma-informed care and restorative strategies effectively, shifting the perspective from punitive responses to supportive interventions that address the root cause of student behavior. This project seeks to not only improve individual student outcomes but also to contribute to broader systematic change in school discipline practices.

Project Materials

Successful implementation of this project requires a combination of educational materials, training resources, personnel support, and data collection tools. First, professional development materials focused on restorative justice and trauma-informed care are essential. These may include training manuals, workshop presentations, case study examples, and guided discussion materials that introduce staff to restorative principles and practices. Research indicates that proper training and consistent implementation are critical factors in the success of restorative programs (Samimi et al., 2023).

Second, structured tools for implementing restorative justice practices are required. These may include circle guidelines, restorative question prompts, reflection worksheets, and behavioral incident forms that focus on accountability and repair rather than punishment. Schools will also need designated spaces where restorative conversations or circles can take place in a safe and supportive environment. Providing these structured supports ensures that restorative practices are applied consistently and effectively across different settings.

Third, the project requires collaboration among key stakeholders, including school administrators, teachers, counselors, and, when possible, trained facilitators or community partners. Staff training sessions should be scheduled and supported by administrative leadership to ensure consistency and commitment across the school. Additionally, informational materials for parents and caregivers, such as brochures or workshops, can be provided to promote understanding and engagement with restorative practices. Engaging families is particularly important, as research suggests that a lack of coordinated support across systems can contribute to negative outcomes for youth (Kim et al., 2021).

Finally, evaluation tools are necessary to measure the effectiveness of the project. These include access to school disciplinary data, such as suspension and referral rates, pre- and post-implementation surveys assessing school climate, and feedback forms for students, staff, and families. Data tracking systems should be established to monitor progress over time and identify areas for improvement. Collection of data and analyzing the data is a key factor in determining the effectiveness of the restorative practices.

Procedures for Project Implementation and Evaluation

The implementation of this service-learning project would occur in several structured phases to ensure effectiveness and sustainability. The first phase involves planning and preparation, during which school leadership and project coordinators collaborate to assess current disciplinary practices and identify specific needs. During this stage, baseline data on disciplinary incidents, suspension rates, and school climate should be collected. Understanding existing patterns is critical for addressing systematic inequalities.

The second phase focuses on training and capacity building. All participating staff members will engage in professional development sessions centered on restorative justice principles and trauma-informed care. These sessions would need to include both theoretical understanding and practical application, such as role-playing restorative conversations and facilitating circles. Ongoing coaching and support should be provided to ensure staff feel confident in implementing these practices.

The third phase is initial implementation, during which restorative practices are introduced into daily school routines. Teachers and staff begin using restorative language, facilitating classroom circles, and applying restorative approaches to address conflicts and behavioral incidents. Instead of exclusionary discipline, students are encouraged to reflect on their actions, understand the impact of their behavior, and actively participate in repairing harm. Peer mediation programs may also be introduced to empower students to take leadership roles in conflict resolution.

The fourth and final phase involves full integration and community engagement. At this stage, restorative practices become embedded within the school culture. Parents and caregivers are invited to participate in informational sessions or restorative meetings, fostering a collaborative approach to student development. Continuous communication among staff, students, and families is emphasized to maintain consistency and reinforce restorative principles.

Evaluating the effectiveness of the project is essential to determine its impact and guide future improvements through a mixed methods approach that incorporates quantitative and qualitative data. Quantitatively, school disciplinary data will be analyzed before and after implementation, focusing on changes in suspension rates, behavioral referrals, and incidents of conflict, with reductions in exclusionary discipline indicating progress toward project goals (NCD, 2015). Qualitative data would be collected through surveys, interviews, and focus groups with students, staff, and parents/caregivers to assess perceptions of school climate, relationship-building quality, and satisfaction with restorative justice practices, with expected outcomes including increased student support, improved behavior, and stronger engagement (Samimi et al., 2023). Evaluation will occur at multiple intervals, including six months and one year post-implementation, allowing for both short- and long-term assessment, ongoing program refinement, and monitoring of implementation fidelity. Additionally, findings will support advocacy for continued funding and expansion, while maintaining a focus on reducing disparities and promoting equitable outcomes (Day, 2022; Kent et al., 2023).

Reflection

Reflection on Project Development

The success of this service-learning project would be determined by examining whether its primary goals, reducing exclusionary discipline, improving school climate, and enhancing students’ socioemotional skills, were achieved. Evidence of success would include both quantitative and qualitative indicators. Quantitatively, a measurable decrease in suspension rates, disciplinary referrals, and other exclusionary practices would demonstrate progress toward reducing punitive discipline (NCD, 2015). Additionally, improvements in attendance and academic engagement would suggest that students are benefiting from a more inclusive and supportive environment. Qualitative evidence would include student, teacher, and parent feedback collected through surveys, interviews, and focus groups. For example, increased reports of positive relationships, improved communication, and a stronger sense of belonging would indicate that restorative practices are effectively fostering socioemotional development (Samimi et al., 2023). Together, these forms of evidence would provide a comprehensive understanding of whether the project’s intended outcomes were achieved.

Despite its potential benefits, several challenges may arise during the planning, implementation, and evaluation phases of the project. One significant challenge is resistance from school staff who may be accustomed to traditional disciplinary processes. Shifting from punitive models to restorative practices requires a substantial change in mindset, as well as time and training to build confidence in new methods. Research suggests that without adequate training and institutional support, restorative practices may be inconsistently applied or fail to produce meaningful outcomes (Samimi et al., 2023). Another challenge involves resource limitations, including time constraints within the school day and the need for dedicated space and personnel to facilitate restorative processes. Additionally, accurately evaluating the effectiveness of the program may be difficult due to variations in implementation and the complexity of measuring changes in school climate and socioemotional development.

The reception of this project by the school community is likely to vary. Students may respond positively to restorative practices, as these approaches provide opportunities to be heard, build relationships, and take accountability in a supportive environment. However, some students may initially be skeptical or reluctant, particularly if they are unfamiliar with these practices. Teachers and staff may also have mixed reactions, with some embracing the opportunity to build stronger relationships with students, while others may feel overwhelmed by the additional responsibilities. Engaging families and caregivers may present another challenge, as varying levels of awareness and understanding of restorative justice practices could impact their involvement. Outside obligations such as work, community connections, and family support may also affect the effectiveness and quality of parents providing restorative practices in the home setting. Despite these challenges, the project is feasible if implemented with strong administrative support, ongoing training, and clear communication among all stakeholders.

Through the process of planning this project and researching the target population, several important insights were gained. One key takeaway is the extent to which exclusionary discipline disproportionately impacts marginalized and neurodivergent students. Research highlights that students with disabilities and learning differences are at greater risk of school exclusion and justice system involvement due to unmet needs and systematic inequalities (Kim et al., 2021; Kent et al., 2023). Additionally, the importance of addressing the root causes of behavior, such as trauma, unmet emotional needs, and learning challenges, became increasingly clear. Rather than viewing behavior as intentional misconduct, it is more effective to understand it within a developmental and socioemotional context. This perspective reinforces the value of restorative and trauma-informed approaches, which prioritize support, relationship building, and skill development over punishment (Day, 2025).

Potential Limitations and Future Directions

One significant limitation of this project is the reliance on consistent and high-quality implementation across all staff members. Restorative practices require a collective commitment from the entire school community, and inconsistent application may reduce the effectiveness of the program. For example, if some teachers rely on punitive discipline while others adopt restorative approaches, students may receive mixed messages about expectations and accountability. Another limitation is the time required to observe meaningful outcomes. Changes in school climate, student behavior, and disciplinary patterns may take months or even years to fully emerge, making it difficult to assess immediate impact.

Additionally, the project may not fully address broader systemic factors that contribute to the school-to-prison pipeline, such as socioeconomic disparities, community resources, and external stressors affecting students and families. While restorative practices can improve school environments, they must be part of a larger, multi-system approach to achieve lasting change.

For future implementation, several improvements could strengthen the project. First, increasing the level of ongoing professional development and coaching for staff would help ensure fidelity and sustainability. Second, incorporating student leadership opportunities, such as peer mediation groups, could enhance student engagement and ownership of restorative justice practices. Third, expanding family and community involvement through workshops and community partnerships could support understanding and support the program. If the project were redesigned, a pilot program could be implemented in a smaller setting before scaling up, allowing for adjustments based on initial feedback and outcomes. Additionally, integrating more structured tools, such as validated school climate assessments, would provide more reliable data for measuring success.

Appendix A

Project Materials

Training and Professional Development Materials

• Restorative justice training manuals
• Trauma-informed care guides
• Presentation slides (workshops/trainings)
• Facilitator guides for staff
• Case studies and real-life scenarios
• Instructional videos and evidence-based resources

Restorative Practice Implementation Tools

• Restorative circle guidelines and protocols
• Scripted restorative questions/prompts
• Student reflection worksheets
• Behavior incident forms (focused on repair)
• Classroom posters (community agreements, restorative language)
• Designated spaces for restorative conversations

Collaboration and Communication Materials

• Parent/caregiver informational brochures
• Workshop materials for families
• Staff meeting agendas and planning documents
• Sign-in sheets for trainings and meetings
• Communication logs (staff/student/family interactions)
• Access to school counselors, administrators, and facilitators

Evaluation and Data Collection Tools

• Pre- and post-implementation surveys
• Student, staff, and parent feedback forms
• Disciplinary data tracking tools
• Spreadsheets or digital data systems for analysis
• Progress monitoring and reporting templates

References

Alexander-Passe, N. (2025a). Dyslexia and crime: The ‘school-to-prison’ pipeline and why it happens. Asia Pacific Journal of Developmental Differences, 12(1), 185–225. https://doi.org/10.3850/s2345734125001851

Day, A.-M. (2022). Disabling and criminalizing systems? Understanding the experiences and challenges facing incarcerated, neurodivergent children in the education and Youth Justice Systems in England. Forensic Science International: Mind and Law, 3, 100102. https://doi.org/10.1016/j.fsiml.2022.100102

Day, A.-M. (2025). Kids ‘at risk’ of school exclusion and youth justice involvement? Or neurodivergent children and families in need of trauma-informed support? Emotional and Behavioural Difficulties, 30(3), 196–211. https://doi.org/10.1080/13632752.2025.2499788

Kent, H., Kirby, A., Hogarth, L., Leckie, G., Cornish, R., & Williams, H. (2023). School to prison pipelines: Associations between school exclusion, neurodisability and age of first conviction in male prisoners. Forensic Science International: Mind and Law, 4, 100123. https://doi.org/10.1016/j.fsiml.2023.100123

Kim, B.-K. E., Johnson, J., Rhinehart, L., Logan-Greene, P., Lomeli, J., & Nurius, P. S. (2021a). The school-to-prison pipeline for probation youth with special education needs. American Journal of Orthopsychiatry, 91(3), 375–385. https://doi.org/10.1037/ort0000538

National Council on Disability. (2015). Breaking the school-to-prison pipeline for students with disabilities. https://www.ncd.gov/assets/uploads/reports/2015/ncd_school-to-prison-pipeline.pdf

Samimi, C., Han, T. M., Navvab, A., Sedivy, J. A., & Anyon, Y. (2023). Restorative practices and exclusionary school discipline: An integrative review. Contemporary Justice Review, 26(1), 28–47. https://doi.org/10.1080/10282580.2023.2204884