By Thalia Gonzalez and Rebecca Epstein, The National Law Journal, July 9, 2020
In this historic moment, cities across the nation are recognizing the damage caused by police presence in schools. From disproportionate action in response to small offenses, to police involvement in tantrums and dress code violations, officers militarize school environments in ways that harm all students, but especially students of color. In New York City, the schools chancellor recently announced that police will no longer be called to respond to low-level incidents; districts from Minneapolis to Denver to Portland, Oregon, are taking police out of schools altogether.
But the goal must be broader than removing police from school. When students return to classrooms, they will be carrying heavy burdens of trauma and violence. And science shows that trauma can change the very architecture of children’s brains—affecting focus, learning and relationships. Educators and policymakers should expect this, and prepare for it. If we want our schools to be places of healing, safety and health for all children, we need to invest in reconnecting and protecting youth.
Restorative justice practices are critical in providing that foundation. In the United States, restorative justice was first established in the criminal justice system as a form of victim-offender dialogue. Beginning in the 1990s, restorative justice has been used in schools as an alternative to traditional, exclusionary discipline, focusing less on punishment and more on righting wrongs and building healthy relationships to prevent future harm. It is also used outside the discipline context to serve proactive goals. Studies show, for example, that this approach builds student and teacher resilience, increases students’ connection to school, improves school climate, and dismantles the school-to-prison pipeline, a term that describes the path that begins with interactions with police in school and ends in contact with the criminal justice system. Ultimately, restorative practices support children’s social-emotional learning and restore community relationships.
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