Reports on Positive Discipline Approaches

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Here you will find reports from across the country on positive discipline approaches. Resources include research on approaches such as Restorative Practices, Positive Behavior Interventions and Supports (PBIS) and positive outcomes after implementation. 



Introduction to Alternative to Zero Tolerance

Positive Behavioral Interventions and Supports (PBIS) Models

Interventions for Students with Disabilities

Restorative Practices in Schools


Creating Positive Discipline Fact Sheet (Document)

Information on Positive Behavior Intervention and Supports (PBIS) and Restorative Practices.

Redefining Dignity in Our Schools: A Shadow Report on School-Wide Positive Behavior Support Implementation in South Los Angeles, 2007-2010 (Document)

A collective report from CADRE, Public Counsel Law Center, and Mental Health Advocacy Services, Inc.

The Evidence Base for Restorative Practices in New Zealand (Document)

In 2012 the Ministry of Education of New Zealand released The Evidence Base for Restorative Practices in New Zealand. The report details evidence from a range of sources that supports restorative practices as an effective model for use by schools as an alternative to punitive behavior management options.

The School Discipline Consensus Report (2014) (Document)

In 2014, the Council of State Governments released The School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and Out of the Juvenile Justice System.

School-based restorative justice as an alternative to zero-tolerance policies: Lessons from West Oakland (2010) (Research Report/Paper)

A pilot program to change how teachers and administrators respond to student misbehavior at an Oakland middle school led to a dramatic drop in suspensions and expulsions. During a one-year implementation of the alternative “restorative justice” program, suspensions dropped by 87 percent and expulsions dropped to zero.

Restorative Practices (Web Resource)

Restorative practices use a variety of informal and formal techniques, such as classroom circles, restorative conferences and fairness committees, to build a sense of school community and manage conflict by repairing harm and restoring positive relationships.

My Classroom’s Journey with Restorative Practices (Document)

Deanna L. Webb earned a Master of Restorative Practices and Education in June 2009 at the International Institute for Restorative Practices (IIRP) Graduate School, through the one-year FastTrack program (Jul 2010).She is an eighth-grade special education teacher at a middle school in Easton, Pennsylvania, USA.

Case Study: A Fairness Committee Model in a New York City School (Document)

"Deepening Democracy: How one school's fairness committee offers an alternative to discipline," Rethinking Schools, Vol. 21, No. 1 (Fall 2006).