Breaking News: Portland, Oregon Implements Groundbreaking 'Restorative Justice' Approach in Schools

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In a landmark decision following the resolution of a teachers’ strike in Portland, Oregon, a new discipline policy emphasizing ‘restorative justice’ has been introduced, marking a significant shift in how student behavior is managed in schools.

Under the new policy, the traditional system of mandatory suspensions, especially in cases of serious physical harm or threats of violence, has been replaced. Instead, a comprehensive support framework involving psychologists, counselors, and social workers will be employed to address behavioral issues. This change comes in the wake of concerns regarding the disproportionate suspension rates of non-white students and those receiving special education services.

The Portland Public Schools’ Collective Bargaining Team highlighted in a letter to families that students of color, particularly Black and Native American students, along with those receiving special education services, faced higher referral rates out of class. The new approach aims to address this imbalance and aligns with the district’s vision of incorporating research in racial equity, social justice, restorative justice, and trauma-informed practices.

A key element of the policy is the development of ‘support plans’ for students exhibiting continuous disruptive behavior, considering factors such as trauma, race, gender identity, and sexual orientation. These plans could range from specific interventions to detention, but with a focus on understanding and addressing the underlying causes of the behavior.

The agreement explicitly states that student behavior is often a communication of unmet needs and should be understood in context. The disciplinary process is now aimed at meeting these needs and fostering an environment conducive to finding constructive ways for students to fulfill them.

While the policy significantly reduces the use of exclusionary discipline, it does not eliminate the possibility of removing students from school in cases of escalating violence or serious incidents.

Michele Exner, senior adviser for Parents Defending Education, has criticized the policy, labeling it as “absurd” and counterproductive. Exner argues that such policies could further contribute to a divisive climate in academic institutions.

This development in Portland’s educational system represents a significant shift towards a more holistic and equitable approach to student discipline, with implications for schools nationwide in how they manage and understand student behavior.

What do you think? Do we need this?