Advancing the Use of Restorative Practices to Lessen Inequities in Punitive Discipline and Build Safe, Inclusive, and Nurturing Learning Environments for Traumatized Students

Le résumé fourni par la source

Childhood trauma, encompassing adverse childhood experiences (ACEs) and racially motivated discrimination, poses significant threats to students' neurological, social-emotional, and academic development. In school contexts, the behavioral effects are often misinterpreted as willful misconduct and addressed through exclusionary disciplinary measures, perpetuating systemic inequities that disproportionately affect students of color and deepen the school-to-prison pipeline. This article synthesizes research on the intersection between trauma, student learning, and school discipline, emphasizing how trauma-related behaviors are frequently met with responses that fail to address underlying needs. We explore the Trauma-Informed Programs and Practices for Schools (TIPPS) framework as a systems-level model for creating safe, inclusive learning environments. Within this framework, restorative practices are highlighted as a key strategy for reducing reliance on punitive discipline and promoting accountability, relationship-building, and a sense of community. We conclude with actionable recommendations for school practitioners who desire a more active role in restorative practices and advancing trauma-informed, equity-driven system-change consistent with the TIPPS model.

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