Restorative Justice in Schools
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Date
2018
Authors
Williams II, David
Journal Title
Journal ISSN
Volume Title
Publisher
Law Enforcement Management Institute of Texas (LEMIT)
Abstract
Description
A zero tolerance approach to discipline has been around since the 1990s and utilized across the country in school districts. According to Teasley (2014), the zero tolerance approach to discipline in schools has had wide numerous adverse effects on student behaviors, and suggests that with this approach students are more likely to engage in future disciplinary problems. Recently, as efforts to enhance quality-learning environments are increasing, the zero tolerance approach has been scrutinized, and reform has been on the horizon. This reform involves a more subtle approach to discipline called restorative justice. Restorative justice is the complete opposite of a zero tolerance approach, also known as retributive justice. This composition will focus on the importance of overhauling this country’s current zero tolerance approach to discipline that will reduce criminalization of children at an early childhood age. Restorative justice is the tool needed to break the cycle of the schoolhouse to jailhouse pipeline theory. Adopting restorative justice in schools at an early age will empower all stakeholders with unique methods that get to the root of the issue, ultimately resulting in safer schools, improved school climates, less violence, and exposure to effective coping skills. Restorative justice is a great concept that has been proven effective, but it does come with its challenges. These challenges include understanding, funding constraints, stakeholder buy in, and academic demands around standardized testing. All these factors could hinder successful implementation of restorative justice in schools, but gaining valuable knowledge on how the benefits highly outweigh the burden could save many American children from the despair of criminalization.
Keywords
Campus police, Restorative justice