Restorative practices were never meant to function as a “tool in the toolbox.” They are a discipline philosophy that requires structural alignment across leadership, policy, training, and data systems. Without this alignment, schools often revert to familiar punitive responses when behavior becomes challenging, precisely the moments when restorative approaches are most needed.

Exclusion is not discipline. Suspensions and removals do not teach, repair harm, or build accountability. They disconnect students from learning and deepen inequities. We can do better. Discipline should build connection, restore relationships, and bring students back in.