Our school schedules—rigid, fast-paced, test-driven—aren’t neutral. They often reinforce old norms and leave little room for the kind of relationship-centered work that best supports students. This is a disservice to all students, but it disproportionately harms boys, who are being left behind across multiple educational measures.

Research has revealed that suspension for non-violent offenses, particularly repeated suspension, has a limited effect on improving behavior and adversely affects achievement.  In addressing these findings, school leaders in Massachusetts and across the U.S. found that improving school climate through positive behavioral interventions, including restorative practices, resulted in much better outcomes for students.