Building Walls Between Schools and the Justice System District Profile: Brownsville Area School District (Penn.)

A look at one district's focus on restorative practices, which allow students to be connected to resources within the school while also having alternatives to the discipline practices.

The appointment of Keith Hartbauer as superintendent was the catalyst for changes to discipline and other policies in the district. He recognized the importance of a better way to meet the needs of students, as well as lowering out-of-school/- class time due to suspensions. Both the handbook and student code of conduct were outdated and did not meet the current needs of students or staff.

School suspensions were high, as were absenteeism rates. To address the root causes of these issues that stemmed from poverty, lack of transportation and an overwhelmed teaching staff, the district began implementing restorative practices and Positive Behavior Interventions and Supports (PBIS). It also started doing social suspensions (students were “suspended” from extracurricular activities such as dances, performances and games) to keep students in school and learning, while still punishing misbehavior.

The district’s focus has been on restorative practices, which allow students to be connected to resources within the school while also having alternatives to the discipline practices. It added two resource specialist positions to address truancy and behavior/mental health and has social workers that meet with students with individualized education plans. Additionally, through a partnership with Chestnut Ridge, the district is able to provide school-based counseling that helps remove the barrier of transportation for some students.