Restorative Approach and Discipline

Restorative Practices 

Inspire Elementary implements restorative practices, which entails strengthening relationships between individuals (students/staff/families). It is intended to serve as both a preventative and intervention model and seeks alternatives to punitive responses. 

Our staff and classrooms utilize social emotional learning (SEL) lessons and practices. This can be observed during morning/afternoon/closing meetings, embedded in academic curriculum, through school-wide use of Zones of Regulation, conflict management tools, the Inspire Way, etc. 


Teachers, in collaboration with their departmentalized partner and grade level, determine classroom expectations for behavior. If student behaviors impact safety, they are referred to the principal. Examples of behaviors that require a referral are:

In these instances, we continue to implement restorative practices where possible. For example, if students are involved in an altercation or fight, we might mediate a conversation to guide students to acknowledge what happened, who was harmed, what the potential impact is, and make amends. 

Unfortunately, there are instances when discipline is needed. For example, if students send or receive explicit images or messages, if there is repeated fighting, a student brings a weapon to school, etc. then the DPS’ discipline matrix will be used to ensure we are being consistent in our practices. 

Be aware that we use suspension as a last resort. Research clearly shows that suspensions are usually ineffective and disproportionally affects students of color. However, when used sparingly, it is an important strategy to increase student safety. During the 2022-2023 school year, our discipline records indicates 1 out of school suspension (.002%) and 9 in school suspensions (1.2%). This is significantly low.

If you have questions or concerns about our restorative or discipline practices, feel free to contact Linda August, Principal.