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Evidence Matters | Understanding the School-to-Prison Pipeline: How Discipline and Academic Inequality Shape Student Outcomes Evidence Matters | Understanding the School-to-Prison Pipeline: Practices that Work
March 31, 2026
What if a single school disciplinary decision could shape the rest of a student’s life? For thousands of young people across the United States, that’s the reality. A suspension, an arrest, or even a brief encounter with law enforcement at school can set off a chain reaction—one that leads away from education and toward the criminal justice system. This pattern, known as the school-to-prison pipeline, has raised serious concerns among educators, policymakers, and communities. But while the problem is widespread, some places are proving that an alternative approach can make a real difference. One of the most promising examples comes from restorative justice initiatives, including the Clayton County Model in Georgia.
In the early 2000s, Clayton County, Georgia, faced a serious problem: Students were being arrested at alarming rates for minor school-based offenses. These arrests often stemmed from behaviors that previously would have been handled by school administrators. Recognizing the long-term harm these high arrest rates were causing, local leaders—including judges, educators, and law enforcement—came together to rethink the system.
The result was the Clayton County Model, developed in 2003 under the leadership of Judge Steven Teske. This program fundamentally changed how schools respond to student behavior. Instead of automatically involving law enforcement, the model created clear guidelines to distinguish between serious offenses and minor misbehavior. For less serious incidents, schools were encouraged to use restorative practices—such as mediation, counseling, and conflict resolution—rather than arrests.
The impact was significant. Within a few years, student arrests in Clayton County schools dropped dramatically, and graduation rates improved. By keeping students in school and addressing the root causes of their behavior, the program helped disrupt the cycle that often leads from classrooms to courtrooms.
At the heart of Clayton County’s success is the philosophy of restorative justice. Unlike traditional discipline, which focuses on punishment, restorative justice asks a different set of questions: Who was harmed? How can that harm be repaired? And how can the student learn and grow from the experience? This approach encourages accountability while also preserving students’ connection to their education.
Research from the Council of State Governments Justice Center and the American Psychological Association shows that exclusionary discipline policies are strongly linked to higher dropout rates and increased contact with the juvenile justice system, reinforcing concerns about the school-to-prison pipeline. Schools that implement restorative practices often see sharp declines in suspensions and expulsions. These reductions matter because exclusionary discipline is a key driver of the school-to-prison pipeline—students who are removed from school are more likely to fall behind academically, disengage, and eventually drop out.
Programs like Clayton County’s also emphasize collaboration. Teachers, administrators, law enforcement, and community members all play a role in supporting students rather than criminalizing them. This shared responsibility helps create a more supportive school environment where students feel understood rather than punished.
Of course, restorative justice is not a one-size-fits-all solution. It requires training, time, and commitment from entire school communities. But when implemented effectively, it offers a powerful alternative to punitive discipline.
The success of Clayton County shows that the school-to-prison pipeline is not inevitable. With thoughtful policies and a focus on student well-being, schools can become places of opportunity rather than gateways to incarceration. As more states and districts look for ways to reform discipline practices, models like this may provide a hopeful path forward.
[Note: As colleagues Amy Keely and Cathy Stevens point out, investment in afterschool and summer programs can also prove to be a highly effective risk prevention strategy that keeps kids on track and out of the carceral system.]
Kelly Gregory is the Riley Institute’s Director for Public Education Partnerships and Projects and previously taught for 11 years in South Carolina public schools. She holds a bachelor’s degree in Psychology and a master’s degree in Special Education. She also holds a National Board certification as an Exceptional Needs Specialist. She can be reached at [email protected].