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Grand Forks Schools Embrace Restorative Justice

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  Published in Business and Finance on Sunday, February 1st 2026 at 4:31 GMT by Grand Forks Herald
      Locales: North Dakota, Minnesota, UNITED STATES

Grand Forks, N.D. - February 1st, 2026 - Grand Forks Public Schools is at the forefront of a growing national movement in education, actively reshaping its student discipline policies to prioritize restorative justice over traditional punitive measures. What began as a policy review in late 2023 is now nearing full implementation, with the district reporting promising early indicators of a more equitable and effective school environment.

For decades, the dominant approach to school discipline has centered on suspension, expulsion, and zero-tolerance policies. However, mounting evidence suggests these methods are not only ineffective at addressing the root causes of misbehavior but also contribute to the "school-to-prison pipeline," disproportionately impacting students of color and those with disabilities. Grand Forks recognized this trend and, following increased community scrutiny and a thorough review of internal data revealing stark disparities in suspension rates, initiated a fundamental shift.

"We realized we were simply reacting to incidents, rather than proactively building a school culture that fostered responsibility and empathy," explains Superintendent Kristin Prieb. "Suspensions and expulsions often remove students from the learning environment without addressing why the behavior occurred in the first place. We want to create a system that's more preventative, that helps students learn from their mistakes, and that works to repair harm done to others. It's about teaching skills - conflict resolution, emotional regulation, empathy - that will benefit students throughout their lives."

The district's commitment extends beyond simply altering disciplinary procedures. The revision process has been remarkably inclusive, involving a broad spectrum of stakeholders - students themselves, teachers, administrators, parents, and community members. This collaborative approach has involved numerous listening sessions, detailed surveys, and focused group discussions designed to gather diverse perspectives and ensure the new policies reflect the values of the entire community.

"It wasn't enough to just dictate changes from the top down," Prieb emphasizes. "We needed to understand the experiences of everyone involved - the students who are directly affected by these policies, the teachers who are on the front lines every day, and the parents who want the best for their children. Their input has been invaluable in shaping a system that truly works."

The core of the restorative justice model focuses on repairing the harm caused by wrongdoing. Instead of asking "What rule was broken?" the focus shifts to "Who was harmed?" and "What can be done to make things right?" This often involves facilitated conversations between the student who caused harm, the student(s) who were harmed, and other affected parties, with the goal of understanding the impact of the behavior and developing a plan for restitution and reconciliation.

While the initial rollout began in the 2024-2025 school year, the district is now entering its second full year of implementation. Preliminary data, released earlier this week, shows a significant decrease in suspension rates across all demographic groups, with the most substantial reductions observed among students of color and students with disabilities. More importantly, the district reports an increase in reported incidents - not because behavior is worsening, but because students and staff feel safer and more empowered to address conflicts openly and constructively.

Grand Forks' initiative isn't occurring in a vacuum. Schools across the nation are increasingly adopting restorative justice practices, spurred by growing awareness of the inequities inherent in traditional discipline systems and the limitations of punitive approaches. Experts predict a continued rise in the adoption of restorative practices as more districts seek to create safer, more equitable, and more supportive learning environments. Several states have begun incorporating restorative justice principles into their teacher training programs and school funding formulas, signaling a broader systemic shift.

The district acknowledges that implementing restorative justice is an ongoing process, requiring continuous training, support, and evaluation. They are currently partnering with national experts in restorative practices to provide professional development for teachers and staff and to refine their implementation strategies.

"This isn't a quick fix," Prieb admits. "It requires a fundamental shift in mindset and a long-term commitment to building a school culture based on respect, responsibility, and restorative principles. But we believe it's an investment that will pay dividends for our students, our schools, and our community for years to come."