Summary‍

Exclusionary school discipline policies, or “zero tolerance” policies, began as a way to keep weapons out of schools but have expanded over time to include minor offenses like cursing or “willful defiance.” These policies have not made schools safer. Instead, they harm students’ health, well-being, and academic success—especially for students of color, low-income students, students with disabilities, and those from single-parent households.

Many schools are now shifting to restorative justice—an approach focused on repairing harm, fostering accountability, and improving school relationships. In Merced County, several high schools have adopted restorative justice. This Health Impact Assessment (HIA) examines its impact on education, discipline, school climate, and student mental health.

Findings

• Properly implemented, restorative justice can reduce suspensions by 20% to 40%. In Merced County, a 40% reduction could mean 3,400 fewer suspensions per year.
• Reducing suspensions would save school districts approximately $120,000 annually, since state funding is tied to student attendance.
• Suspensions increase the likelihood of students dropping out. Of over 4,000 students suspended in Merced County in 2012–13, an estimated 1,830 are expected to drop out.
• High school dropouts face higher unemployment, lower incomes, and higher incarceration rates. Each dropout costs society $292,000 over their lifetime. Preventing 1,830 dropouts would save over $525 million.
• Suspension often increases misbehavior, both in and out of school, and contributes to the school-to-prison pipeline.
• Students of color, particularly Black and Latino youth, face disproportionate rates of suspension, expulsion, and incarceration.

Restorative justice improves test scores, graduation rates, and student relationships, while reducing violence, bullying, and arrests. It emphasizes dialogue and accountability, allowing students to reflect, make amends, and rebuild relationships. In Merced County, two models are used:

1. Five schools use a form-based process for students to reflect and propose solutions.
2. One school uses a counseling and peer conference model, which is preferred by students and staff.

Recommendations

• Continue and expand restorative justice in the six schools studied and other schools in Merced County.
• Strategically use a range of restorative justice practices focused on communication and mediation.
• Allow three to six years for full implementation.
• Introduce restorative justice practices early, in elementary or middle school.
• Educate students, staff, parents, and law enforcement about restorative justice.
• Connect restorative justice efforts with mental health and substance use services.