Non-Exclusionary Practices: Building Inclusive and Restorative School Communities

Discipline in schools should aim to teach, guide, and nurture students, rather than excluding them. Non-exclusionary discipline focuses on fostering relationships, building a sense of belonging, and addressing behavior in ways that support both accountability and growth. Research shows that students who feel a strong sense of belonging are more likely to succeed academically and socially (Bradshaw, Waasdorp, & Leaf, 2012). When schools prioritize these practices, they create inclusive environments where all students can thrive academically, socially, and emotionally. 

This blog explores strategies and practices for implementing non-exclusionary discipline through four key pillars: Belonging and Relationships, Engagement and Inclusion, Behavior Intervention with Natural Consequences, and Navigating Tensions and Repairing Harm.  

Belonging and Relationships 

A strong sense of belonging is foundational to effective non-exclusionary discipline. When students feel valued and connected, they are more likely to engage positively in the school community. Research shows that students who feel connected to school are less likely to engage in disruptive behaviors (Bradshaw, Waasdorp, & Leaf, 2012). 

Community-Building Strategies 

• Morning Meetings or Circles: Begin the day with structured conversations where students can share their thoughts and build connections with peers and teachers. 

• Celebrations of Diversity: Recognize and celebrate the unique cultures, backgrounds, and strengths of students in the classroom. 

• Positive Interactions: Strive for a 5:1 ratio of positive to corrective interactions to reinforce a supportive environment. 

Classroom Matrix 

A classroom behavior matrix outlines clear, positive expectations aligned with school-wide values. For example: 

• Respect: Listen when others speak. 

• Responsibility: Come prepared and stay engaged. 

• Kindness: Help others and celebrate successes. 

This tool helps students understand what is expected in different situations, creating consistency and clarity. 

Co-Constructing Rules, Norms, and Expectations 

Involving students in the creation of classroom rules gives them ownership and reinforces a collaborative classroom culture. 

• Ask students: "What helps you feel safe and respected here?" 

• Together, create a short list of actionable, positive statements. 

• Revisit and revise these norms periodically as a class to ensure they remain relevant and meaningful. 

 Engagement and Inclusion 

When students are engaged in culturally responsive, inclusive learning, they are less likely to exhibit behaviors that disrupt the learning environment. Research by Hammond (2015) demonstrates that culturally responsive teaching can enhance student engagement and academic outcomes by making learning relevant to students' identities. 

Culturally Responsive Lesson Planning 

• Incorporate materials and examples that reflect the diverse experiences and cultures of your students. 

• Use flexible grouping to foster collaboration and reduce feelings of isolation. 

• Design activities that allow for multiple means of expression, such as art, music, or technology. 

Students as Owners of Their Learning 

• Choice Boards: Give students options for how they complete tasks to match their interests and strengths. 

• Goal Setting: Encourage students to set academic and personal goals, then track their progress. 

• Leadership Opportunities: Allow students to take on roles such as group leader, peer mentor, or classroom helper. 

By promoting agency, you shift students from passive participants to active learners invested in their success. 

Behavior Intervention & Natural Consequences 

Discipline should teach students to reflect on their actions and make better choices, not alienate them. Studies have shown that positive behavior interventions, like PBIS, are more effective than exclusionary practices at improving behavior and reducing suspensions (Bradshaw & Reinke, 2012). 

Maintaining Relationships While Redirecting Behavior 

• Private Conversations: Address behavior discreetly to avoid embarrassment. 

• Non-Verbal Cues: Use eye contact or gestures to signal a behavior correction without interrupting the flow of learning. 

• Reinforce Positives: Recognize small improvements to encourage continued growth. 

Natural Consequences 

Natural consequences help students understand the real-world impact of their actions. For example: 

• If a student disrupts a group activity, they may be asked to make amends by helping the group complete the task. 

• A student who damages classroom materials might participate in repairing or replacing them. 

The focus should be on guiding students to take responsibility and learn from their mistakes while maintaining their dignity. 

Navigating Tensions & Repairing Harm 

Conflict is inevitable, but it doesn’t have to be damaging. Restorative practices help students take accountability, repair harm, and rebuild relationships. Braithwaite (2002) emphasizes that restorative justice can lead to greater accountability and healing in communities, including schools. 

Restorative Practices/Justice 

• Restorative Circles: Gather everyone involved in an incident to discuss what happened, how it affected them, and what can be done to make things right. 

• Mediation: Facilitate one-on-one conversations where students work to understand each other’s perspectives. 

• Repair Agreements: Work with students to outline specific actions they will take to address harm (e.g., apologizing, completing a service project). 

Knowing When to Seek Support 

While non-exclusionary practices aim to keep students in the classroom, some situations may require additional support. 

• Behavior Specialists or Counselors: Collaborate with support staff to address chronic or severe behaviors. 

• Family Engagement: Work closely with families to ensure consistent expectations and support between school and home. 

• Professional Development: Equip staff with tools and strategies for managing challenging behaviors. 

Remember, seeking support isn’t a sign of failure; it’s a sign of commitment to student success. 

Shifting From Punishment to Growth 

Non-exclusionary discipline is about more than avoiding suspensions or expulsions; it’s about creating schools where every student feels they belong, is engaged in learning, and is supported in their growth. By fostering relationships, planning inclusive lessons, addressing behavior constructively, and repairing harm when conflicts arise, schools can create communities of care, accountability, and success. 

 ✅ Ready to Implement Non-Exclusionary Discipline? 

At Making Champions of Change, we equip schools with the tools, strategies, and professional development needed to move from reactive discipline to proactive, relationship-centered practices. 

Whether you're just starting or ready to deepen your school’s commitment to restorative practices, we have two powerful ways to support your next step: 

📦 Restorative Practice & Non-Exclusionary Discipline Toolkit – $397 

Create a culture of belonging, accountability, and support with a ready-to-use toolkit that includes: 

• Staff training slide decks and mini-PD guides 

• Tools for conflict resolution and repairing harm 

• Behavior intervention templates and support plans 

• Culturally responsive graphics, prompts, and charts 

• Implementation tracking forms and classroom walkthrough templates 

• Reintegration protocols and circle planning guides 

🎯 Perfect for schools ready to reduce suspensions, improve reintegration, and foster a climate of dignity and trust. 

👉 Get the Toolkit Now 

Want to bring this training to your campus? 

👉 Visit MakingChampionsofChange.com to: 
• Learn more about our offerings 
• Schedule a free consultation 

Let’s create schools where discipline inspires growth, not exclusion. 

References 

Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). The Importance of Belonging: Why Student Connection Matters. 

Hammond, Z. (2015). Culturally Responsive Teaching and the Brain. 

Bradshaw, C. P., & Reinke, W. M. (2012). Positive Behavioral Interventions and Supports (PBIS): A Proven Framework for Reducing Exclusionary Discipline. 

Braithwaite, J. (2002). Restorative Justice and Responsive Regulation.