Mounting evidence demonstrates that exclusionary discipline practices like suspensions and expulsions have long-term negative socio-emotional, behavioral, and academic consequences for the students who experience them, with evidence of spill-over effects for nonexcluded students. Restorative practice has emerged as a promising alternative to punitive discipline approaches, yet evidence is mixed on whether it can improve academic outcomes or curb racial disparities in school discipline. In a new conceptual model, we argue that the full potential of restorative practice can only be reached when it is (a) operationalized more directly within a socio-emotional framework; (b) responsive to more significant mental health needs; and (c) informed by a multifaceted understanding of how racism contributes to discipline disparities, both directly through interpersonal biases, and indirectly through structural oppression. A revised conceptual model based on evidence from the broader literature, original data analyses, and pilot intervention results is advanced.

越来越多的证据表明，诸如停学和开除之类的排他性纪律实践对经历过这些的学生会产生长期的负面社会情感、行为和学业后果，并有证据表明对非排他性学生有溢出效应。恢复性实践已成为惩罚性纪律方法的一种有希望的替代方法，但关于它是否可以改善学业成绩或遏制学校纪律中的种族差异的证据参差不齐。在一个新的概念模型中，我们认为只有在以下情况下才能发挥恢复性实践的全部潜力：(a) 在社会情感框架内更直接地实施；(b) 响应更重要的心理健康需求；(c) 了解种族主义如何导致纪律差异的多方面理解，直接通过人际偏见，间接通过结构性压迫。基于来自更广泛的文献、原始数据分析和试点干预结果的证据，改进了概念模型。