Over the summer, D.C. Public Schools came under fire over a report that accused the system of underreporting the number of suspended students. The allegations called into question what’s really going on at schools, and if a popular approach to discipline called “restorative justice” puts undue pressure on schools to give the appearance of reform. Despite the controversy, reform of school discipline is moving forward in local classrooms. But how that reform is executed and experienced varies by student across the region. Kojo explores best practices for when discipline is necessary.

WAMU Education coverage is supported in part by American Graduate: Let’s Make It Happen, a public media initiative made possible by the Corporation for Public Broadcasting.


  • Charles Curtis Psychologist and Restorative Justice Coordinator, Ron Brown College Preparatory High School
  • Anne Gregory Associate Professor, Rutgers Graduate School of Applied and Professional Psychology
  • Jane Strauss Chair, Fairfax County School Board; @fcpsnews
  • Rebecca Epstein Executive Director, Center on Poverty and Inequality, Georgetown Law

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