Abstract
Exclusionary discipline remains a persistent feature of public education and contributes to long-term inequities for students and communities. National research consistently demonstrates that Black students and students with disabilities experience disproportionately high rates of suspension and expulsion, reinforcing patterns associated with the school-to-prison pipeline. Missouri reflects these national trends. Analysis of 2023–24 statewide data from the Missouri Department of Elementary and Secondary Education indicates that students with disabilities were two times more likely to receive an out-of-school suspension than their peers without disabilities. Black students were also significantly overrepresented in suspension outcomes relative to their enrollment. Based on the literature, key recommendations for implementing restorative practices include strengthening school–community and family partnerships; integrating restorative approaches with existing frameworks and school culture, data-driven evaluation to advance equity; implementing whole-school restorative practices through ongoing professional development; and building educator capacity