Abstract
This project addresses the longstanding reliance on punitive discipline within the K-12 educational settings and its adverse impacts on student outcomes. Traditional disciplinary practices, such as suspensions and expulsions, have been used in schools for an extended period to correct behavior. However, research has shown that these punitive approaches are ineffective and exclusionary, as they remove students from their learning environment and hinder their academic and social development. The authors reviewed the literature to reveal notable patterns and consequences associated with punitive discipline. Research revealed patterns of disproportionate impact on students of color, the school-to-prison pipeline, adverse effects on student identity, and the hindrance of educational success. This study aims to advocate for a more effective way to address behavior within the school setting. Restorative Justice (RJ) offers a more inclusive and relational approach to discipline by focusing on accountability, repairing harm, and fostering supportive learning communities. Research shows that RJ can reduce suspension rates, improve school climate, and promote equity by keeping students engaged in their education. This work calls for an urgent need for educational institutions to rethink discipline and adopt restorative frameworks that support all students in reaching their full potential.