In California, Black students have markedly lower academic achievement than their White peers and Black students are also more likely to experience exclusionary discipline, such as suspensions (Cano, 2020, Losen & Martinez, 2020). What can be done to mitigate these racial disparities in schools?

In this brief, we investigate whether increasing student exposure to restorative practices could help reduce racial discipline and achievement gaps, with a review of a large sample of secondary students who completed the California Healthy Kids Survey between the 2013/14 and 2018/19 school years.

The analysis found that, across racial groups, students who had larger exposure to restorative practices saw less exposure to exclusionary discipline and better academic outcomes. Models also suggested that expanding restorative practices could bridge Black-White discipline disparities.