Restorative Practices in 239 Chicago Public Schools: Transforming Discipline and Fostering Positive Change
Over the past decade, the reliance on punitive, zero‐tolerance policies in U.S. public schools has resulted in the suspension of millions of students, disproportionately affecting vulnerable groups. In response to this pressing challenge, a groundbreaking study by the University of Chicago Education Lab—conducted in partnership with Chicago Public Schools (CPS)—has provided critical evidence on the benefits of implementing restorative practices (RP) in high schools.
The Challenge of Punitive Policies
In the 2012 school year alone, over 3.5 million public school students were suspended due to punitive disciplinary approaches, a figure that starkly exceeds the entire population of Chicago. These zero‐tolerance policies not only disrupted academic progress but also contributed to the social and emotional alienation of students, particularly marginalised youth. The excessive use of suspensions often resulted in long-term negative outcomes, including increased dropout rates, higher involvement with the criminal justice system, and diminished perceptions of school safety and belonging.
A Shift Towards Restorative Practices
Recognising the urgent need to reform traditional disciplinary approaches, the Education Lab collaborated with CPS to pilot and evaluate restorative practices. Unlike punitive methods, RP programmes focus on helping students develop conflict-resolution skills and emphasise support rather than exclusion. By encouraging self-reflection, empathetic listening, and the creation of non-judgemental spaces, these practices aim to rebuild relationships and promote a sense of community within the classroom.
The study evaluated the implementation of RP in 239 high schools over an extensive period, from the 2008-2009 school year to the 2018-2019 school year. This timeframe enabled researchers to compare student behaviour before and after the introduction of restorative practices in the 2013-2014 academic year, thus providing a robust analysis of the programme’s causal effects on student outcomes.
Key Findings and Impact
The results of the evaluation are both promising and transformative. Schools that integrated restorative practices witnessed a remarkable 35% reduction in in-school student arrests and a 15% decrease in out-of-school arrests. These declines were observed for both violent and non-violent offences, highlighting the comprehensive benefits of RP programmes. Moreover, the adoption of these practices led to an 18% reduction in out-of-school suspensions.
Beyond the numerical improvements in disciplinary measures, the study also uncovered significant enhancements in students’ perceptions of school climate. Students reported that they felt safer at school, experienced a greater sense of belonging, and noticed improvements in their peers’ behaviour within the classroom. These qualitative shifts underscore the broader social and emotional benefits that accompany the implementation of restorative practices.
The benefits of RP were particularly pronounced for Black students, who historically have faced disproportionate disciplinary actions. This finding is crucial, as it demonstrates that restorative approaches not only reduce overall incidents of disciplinary issues but also address systemic inequities within the educational system.
Implications for Educators and Policy Makers
The Education Lab study provides the first causal evidence linking restorative practices to positive behavioural outcomes in public schools. These insights are particularly relevant in the aftermath of the COVID-19 pandemic, during which the abrupt shift away from traditional classroom instruction led to a resurgence in disciplinary incidents. As schools endeavour to accelerate learning recovery and address the socio-emotional needs of students, the successful implementation of restorative practices offers a viable pathway to create safer and more inclusive learning environments.
Educators and administrators can leverage these findings to justify the adoption of RP programmes, recognising them as essential tools in the effort to reform disciplinary policies. With ongoing professional development and support from expert coaches, teachers are better equipped to handle conflicts and foster an atmosphere of mutual respect and understanding.
Looking Ahead
The evidence from Chicago Public Schools suggests that restorative practices are more than just an alternative to punitive measures—they represent a forward-thinking, holistic approach to education that prioritises student well-being, inclusivity, and academic success. As more districts consider shifting towards such models, the implications of this study could herald a nationwide transformation in how schools address student behaviour, ensuring that all students have the opportunity to learn in a safe and supportive environment.
The Education Lab
The University of Chicago Education Lab is a pioneering research organisation dedicated to partnering with school districts to design, test, and scale innovative education programmes. Since its establishment in 2011, the Lab has focussed on generating robust evidence in real-world educational settings, aiming to provide actionable insights that translate into improved student outcomes. By adopting a rigorous approach to research, the Lab has helped secure over $120 million in public investment for programmes that support students facing significant challenges.
Central to its mission are the core values of service, integrity, inclusivity, and collegiality. These principles guide the Lab’s work in addressing educational inequities and fostering environments that nurture every student’s potential. Through partnerships with organisations such as Chicago Public Schools, the Education Lab has become a critical force in shaping policies that promote equity and enhance learning experiences across the nation. Its commitment to producing high-quality, evidence-based research continues to influence educational practices, paving the way for systemic change that benefits students, educators, and communities alike.
