Date of Award
4-6-2026
Document Type
Thesis
First Advisor
Lynn Ishikawa
Second Advisor
Brooks Kirchgassner
Third Advisor
Caitlin Howlett
Abstract
The pervasiveness of problems within K-12 education in the United States requires systemic change in order for education to be more equitable and keep students engaged in the classroom. Exclusionary disciplinary actions, while designed to deter misbehavior, in reality have very costly impacts. Pushing students out of classrooms in the wake of zero tolerance policies disproportionately punish minority students, create harsher consequences for problems that can be solved person-to-person, facilitates a growing adversity to schools, social ostracization, fuels the unignorable school-to-prison pipeline, hinders students’ academic achievement, and avoids the behavioral growth of conflict resolution. Keeping students in the classroom and learning from their mistakes should be the priority, not shaping discipline on issuing punishment. Restorative justice powerfully challenges the paradigm of addressing conflict by favoring justice and those harmed over punishment. In practice, it encourages addressing conflict responsibly, incorporating more productive modes of accountability, preserving safe climates, and minimizing the possibility of disruption in the future. Currently, restorative justice programming in U.S. schools still has a long road ahead as few schools have yet to implement their practices. Drawing upon the changes and incorporation strategies of Canadian schools, the impacts of restorative justice speak for themselves. Looking at Canada's restorative justice-based governmental changes and carry-out in schools prove the possibility for change the U.S. should take inspiration from. Recognizing the problems plaguing the U.S.’s current education system highlights the necessity and importance of adopting restorative justice into schools for the betterment of educational opportunities and environments for students, staff, and larger communities.
Recommended Citation
Marsh, Courtney '26, "Building Better Schools: Evaluating Canadian Restorative Justice Programs for U.S. Implementation" (2026). Honor Scholar Theses. 324, Scholarly and Creative Work from DePauw University.
https://scholarship.depauw.edu/studentresearch/324