Can Restorative Practices Improve School Climate and Curb Suspensions? An Evaluation of the Impact of Restorative Practices in a Mid-Sized Urban School District
Abstract
Restorative practices have gained buy-in among school districts, their stakeholders, and policymakers as a strategy to improve classroom and school climates and reduce suspension rates. This study of the implementation of restorative practices in Pittsburgh Public Schools represents one of the first randomized controlled trials of the effects of restorative practices on classroom and school climates and suspension rates.
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Augustine et al. (2018) found that lower suspensions were due to reductions in suspensions in elementary but not middle or high schools.
“and the lower suspensions were due to reductions in suspensions in the elementary but not the middle or high schools.”
From The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial (2023) · cites this paper as Augustine et al. (2018)
Augustine et al. (2018) found that academic achievement (math but not reading) of middle school students in schools with predominantly Black student enrolment in the intervention condition worsened.
“In addition, academic achievement (math but not reading) of middle school students, in schools with a predominantly Black student enrolment, in the intervention condition worsened.”
From The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial (2023) · cites this paper as Augustine et al. (2018)
Augustine et al. (2018) found that reductions in days suspended for Black students were greater compared to White students.
“The reductions in days suspended for Black students were greater compared to White students”
From The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial (2023) · cites this paper as Augustine et al. (2018)
In a two-year cluster randomized controlled trial in 44 public schools in Pittsburgh, Augustine et al. (2018) reported that students in intervention schools reported improved perceptions of school climate and fewer days suspended compared to students in control schools.
“In contrast, another 2-year CRCT was conducted in 44 public schools in Pittsburg (22 treatment and 22 control) and Augustine et al. (2018) reported that students in intervention schools reported improved perceptions of school climate and fewer days suspended compared to students in control schools.”
From The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial (2023) · cites this paper as Augustine et al. (2018)
Augustine et al. (2018) found no change in overall student behavior, student arrest rates, and daily attendance.
“However, the study noted no change in overall student behavior, student arrest rates (which were already low at 1.2%), and daily attendance.”
From The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial (2023) · cites this paper as Augustine et al. (2018)
Augustine et al. (2018) found reductions in the suspension rate for elementary students in Pittsburgh Public Schools after 2 years of exposure to a version of Restorative Practices.
“Augustine et al. (2018) found reductions in the suspension rate for elementary students in Pittsburgh Public Schools after 2 years of exposure to a version of Restorative Practices.”
From Restorative Practices: Using local evidence on costs and student outcomes to inform school district decisions about behavioral interventions (2022) · cites this paper as Augustine et al., 2018
No effects were found on academic outcomes for elementary school students and negative effects were observed for middle school students.
“Additionally, no effects were found on academic outcomes for elementary school students and, surprisingly, negative effects were observed for middle school students.”
From Restorative Practices: Using local evidence on costs and student outcomes to inform school district decisions about behavioral interventions (2022) · cites this paper as Augustine et al., 2018
Augustine et al. (2018) observed reduced disparities in suspension rates between Black and White students and between low-income and higher-income students.
“They also observed reduced disparities in suspension rates between Black and White students and between low-income and higher-income students.”
From Restorative Practices: Using local evidence on costs and student outcomes to inform school district decisions about behavioral interventions (2022) · cites this paper as Augustine et al., 2018
The number of days lost to suspension declined 36% over 2 years in schools implementing Restorative Practices, as compared with an 18% decline in control schools.
“The number of days lost to suspension declined 36% over 2 years in schools implementing Restorative Practices, as compared with an 18% decline in control schools.”
From Restorative Practices: Using local evidence on costs and student outcomes to inform school district decisions about behavioral interventions (2022) · cites this paper as Augustine et al., 2018
Augustine et al. (2018) found that students in schools implementing Restorative Practices rated teachers lower on classroom management after the introduction of the program.
“For example, Augustine et al. (2018) found that students in schools implementing Restorative Practices rated teachers lower on classroom management after the introduction of the program.”
From Restorative Practices: Using local evidence on costs and student outcomes to inform school district decisions about behavioral interventions (2022) · cites this paper as Augustine et al. (2018)
Two included evaluations of restorative programmes, Augustine et al. (2018) and Huang et al. (2023), could be described as underpowered cluster-RCTs.
“For example, two included evaluations of RP, Augustine et al. (2018) and Huang et al. (2023), could be described as underpowered cluster‐RCTs.”
From School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review (2025) · cites this paper as Augustine et al. (2018)
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Meyer, G., Mrowka, K., & Abrams, G. B. (2024) · Springer eBooks · doi:10.1007/978-3-031-68412-8_13 · Cited by 3 · see citing works
The Importance of Prevention in School Safety Planning and Response
Mariani, M., & Schiff, M. (2024) · Journal of School Health · doi:10.1111/josh.13528 · Cited by 3 · see citing works
Samimi, C. (2025) · Teachers and Teaching · doi:10.1080/13540602.2025.2474068 · Cited by 3 · see citing works
Procter‐Legg, T. (2025) · Disability & Society · doi:10.1080/09687599.2025.2489363 · Cited by 3 · see citing works
- Authors
- Augustine, C., Engberg, J., Grimm, G., Lee, E., Wang, E., Christianson, K., & Joseph, A.
- Venue
- RAND Corporation eBooks
- Publisher
- RAND Corporation
- Published
- 2018
- OpenAlex
- W2982479912
- Cited by
- 176
- References
- 0
- Citations by year
- 2026: 10 · 2025: 25 · 2024: 20 · 2023: 21 · 2022: 26 · 2021: 30 · 2020: 31 · 2019: 12 · 2018: 1
- FWCI
- 31.35
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- RAND Corporation eBooks (publishedVersion)
- Topics
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- restorative practices, school climate, school suspension, student discipline, classroom climate, urban schools, Pittsburgh Public Schools, randomized controlled trials, school district implementation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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