Restorative practices and exclusionary school discipline: an integrative review

Ceema Samimi, Tyler M. Han, Amy Navvab, Jennifer A. Sedivy, Yolanda Anyon

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


This study used integrative review methodology to synthesize research on the relationship between school-based restorative practices and exclusionary discipline outcomes in the United States. Exclusionary discipline outcomes were defined as out-of-school suspensions, expulsions, and referrals to law enforcement. A literature search produced 5,764 publications, and 11 studies were included in the final sample. Peacemaking circles were the most common restorative practice implemented, and secondary analysis of school records was the most common method utilized. Findings indicated that restorative practices are associated with reduced suspension rates, which suggest that school-based restorative practices are a promising approach to reducing exclusionary discipline outcomes.

Original languageEnglish (US)
Pages (from-to)28-47
Number of pages20
JournalContemporary Justice Review: Issues in Criminal, Social, and Restorative Justice
Issue number1
StatePublished - 2023

Bibliographical note

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© 2023 Informa UK Limited, trading as Taylor & Francis Group.


  • Restorative practices
  • United States
  • exclusionary discipline
  • restorative justice
  • school discipline


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