This study shines a spotlight on an important but often overlooked issue: the disproportionate suspension of Black girls in U.S. schools, even in environments implementing restorative justice practices. By combining both quantitative data and qualitative insights, the research showcases how inconsistent discipline, subjective enforcement and punitive measures contribute to inequities. The findings emphasize the importance of consistent, relationship-centered restorative approaches, offering actionable guidance for school social workers and educators seeking to create more equitable educational experiences. Read the full article here.