@article{ref1,
title="Shifting from zero tolerance to restorative justice in schools",
journal="Children and schools",
year="2014",
author="Teasley, Martell L.",
volume="36",
number="3",
pages="131-133",
abstract="Many schools continue to have mandatory guidelines for dealing with a host of school behavioral problems that affect school climate and academic performance (Gonzalez, 2012). Even with the movement toward evidence-based methods and schoolwide intervention plans by related school services personnel, the disproportional suspension, expulsion, and referral to juvenile justice continues. &quot;The frequent reliance on suspension does not yield the benefits proponents often claim it does, neither for deterrence nor academic achievement&quot; (Skiba et al., 2003, p. 1). In fact, zero tolerance policies have been the catalyst for the school-to-prison pipeline, still occurring in many major metropolitan school districts throughout the United States (Fabelo et al., 2011; Gonzalez, 2012; Skiba et al., 2003). Researchers continue to question the need for zero tolerance policies and now charge that the &quot;cure all&quot; for school disciplinary problems needs replacing. A 10-year study of zero tolerance policies by the American Psychological Association concluded that the use of exclusionary policies &quot;did not improve school safety&quot; (Gonzalez, 2012). In a statewide investigation of the Texas public school system, tracking seventh- …  Keywords: Social Transition<p /> <p>Language: en</p>",
language="en",
issn="1532-8759",
doi="10.1093/cs/cdu016",
url="http://dx.doi.org/10.1093/cs/cdu016"
}