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Lincoln Schools Overhaul Discipline Policy with Restorative Justice

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  Published in Automotive and Transportation on Sunday, February 8th 2026 at 18:02 GMT by Lincoln Journal Star
      Locales: Nebraska, UNITED STATES

Lincoln, Nebraska - February 8th, 2026 - The Lincoln Public Schools (LPS) Board of Education has approved a sweeping overhaul of its student discipline policy, marking a significant departure from traditional punitive measures and a firm embrace of restorative justice principles. The decision, reached on Thursday, signals a proactive effort to address longstanding concerns about equity and effectiveness within the district's disciplinary system. The changes are slated to be implemented at the start of the next school year.

For decades, school discipline has largely relied on suspension and expulsion as primary responses to misbehavior. However, mounting evidence suggests that these methods are not only ineffective in addressing the root causes of problems but also contribute to the 'school-to-prison pipeline,' disproportionately affecting students of color. LPS data, highlighted during the board meeting, clearly demonstrates this disparity, providing the critical impetus for change.

Superintendent Jenny Holland articulated the core philosophy driving the new policy: "We want to create a school environment where all students feel safe, supported, and accountable." This vision prioritizes understanding the underlying factors that contribute to student misbehavior, such as trauma, socioeconomic challenges, or unmet learning needs. The new policy emphasizes intervention, support services, and conflict resolution as the first lines of defense, reserving suspension and expulsion for the most serious and persistent offenses.

Restorative Justice: A Deeper Dive

Restorative justice is a philosophy that focuses on repairing harm and rebuilding relationships rather than simply punishing offenders. It brings together those harmed, those who caused harm, and the community to collectively identify and address the needs of everyone involved. In a school setting, this might involve facilitated conversations between a student who engaged in misbehavior and those affected by their actions, along with plans for making amends and preventing future incidents. The goal isn't just to enforce rules but to foster empathy, accountability, and a sense of community.

The LPS policy revision isn't happening in a vacuum. A growing number of school districts across the nation are adopting restorative justice practices, driven by a desire to create more equitable and effective learning environments. Early results from these districts suggest that restorative justice can lead to reductions in suspension rates, improved school climate, and increased student engagement.

Addressing Concerns and Ensuring Implementation

While the board largely supported the changes, concerns were raised regarding potential impacts on school safety, particularly in schools already grappling with disciplinary issues. Several board members and parents voiced the need for assurances that the new policy wouldn't compromise the safety of students and staff.

Board member Susan Gourdin, while expressing support for the overall direction, emphasized the importance of rigorous evaluation. "We need a clear plan to assess the policy's effectiveness and address any unintended consequences," she stated. Gourdin also rightly highlighted the crucial role of staff training, suggesting expanded professional development opportunities in restorative practices. Without adequately prepared educators, the policy's success remains uncertain. The LPS has committed to providing comprehensive training, but the scale and depth of this training will be key.

The policy also includes specific clarifications regarding dress code violations and appropriate social media use - areas that often contribute to disciplinary issues. These clarifications aim to provide clear expectations for students and staff alike, minimizing ambiguity and potential conflict.

A dedicated committee comprised of students, parents, educators, and community members spent months reviewing the existing policy and crafting the proposed revisions. Mark Johnson, a committee member, lauded the changes as "a step in the right direction to create a more equitable and supportive school environment for all students." This collaborative approach demonstrates a commitment to inclusivity and responsiveness to the needs of the community.

Looking Ahead: Challenges and Opportunities

The implementation of this new policy will undoubtedly present challenges. Shifting from a punitive to a restorative approach requires a significant cultural change within schools, demanding buy-in from all stakeholders. Concerns about safety and accountability must be addressed proactively through ongoing communication and transparent data collection. The LPS will need to closely monitor suspension and expulsion rates, as well as other indicators of school climate, to assess the policy's impact and make necessary adjustments.

However, the potential benefits are substantial. By addressing the root causes of misbehavior and fostering a more supportive and inclusive learning environment, the LPS can empower students to take responsibility for their actions, build positive relationships, and achieve their full potential. This policy shift represents a bold investment in the future of Lincoln's students and a commitment to creating a school system that truly serves all members of the community.