Concerns Over NYC’s Restorative Justice Policies
The principal of New York City’s public schools has acknowledged that the Department of Education’s approach to traditional discipline requires improvement. A recent report criticized the effectiveness of its “restorative justice” policy.
Despite the setbacks, school leader Melissa Aviles Ramos emphasized a $100 million initiative aimed at adopting a gentler discipline method.
“This task isn’t finished yet, but we’re committed to the public schools in New York City,” Aviles-Ramos stated during a DOE panel meeting on Education Policy.
“It’s crucial that young people understand that making mistakes doesn’t mean they’re excluded from our community,” she added.
Her remarks followed a study released by the Manhattan Institute, which revealed that the new disciplinary measures haven’t been very effective.
The report highlighted an uptick in disruptions and raised concerns about classroom safety and academic progress since the reforms began in 2015 under former Mayor de Blasio and have continued under Mayor Adams.
In response to the findings, Aviles-Ramos defended the current policy, claiming that students are “safe, supported, and involved.”
However, during the meeting, she acknowledged that better implementation of the policy is necessary.
“Perhaps we need to monitor this work more closely and recognize our successes,” she noted. “If we’re not seeing results, it’s not necessarily because these practices don’t work, but because we need to improve how we apply them.”
She also expressed the need for parents to receive support in managing troubled students at home.
“When we work together as partners, that’s when real change can happen,” Aviles-Ramos stated.
She reaffirmed the city’s commitment to reducing suspensions and helping students reintegrate into classrooms after disciplinary issues arise.
“This is a continual effort that doesn’t receive enough attention regarding restorative justice,” the principal remarked during the meeting.
“When a young person faces serious consequences, it’s important they realize that their actions don’t determine their worth,” Aviles-Ramos concluded.
