Across the country, school districts, their stakeholders, and policymakers have become increasingly concerned about suspensions, particularly about suspending students from elementary school and disproportionately suspending ethnic/racial minority students. Suspended students are less likely to graduate, possibly because they miss the instructional time they need to advance academically. Restorative practices have gained buy-in in the education community as a strategy to reduce suspension rates. Proactively improving relationships among students and staff and building a sense of community in classrooms and schools may make students less inclined to misbehave. And addressing severe misbehavior through a restorative approach may help students realize the impacts of their actions and make them less likely to offend again.