Dr. Zachary Robbins is an experienced superintendent, educator, and author who has dedicated more than 25 years to advancing equity-centered leadership in schools. He has served in roles ranging from classroom teacher to principal and, most recently, superintendent of Marysville School District 25 in Washington. During his tenure, Dr. Zachary Robbins guided the district through significant academic gains, fiscal stabilization, and the expansion of inclusive learning practices. As a leader, he has emphasized the importance of restorative justice and data-driven systems to replace exclusionary discipline with supportive structures. Robbins’ published works, including The Teachers Black Students Need, Becoming a Social Justice Educator, and Restorative Justice Tribunal, have shaped professional development and teacher preparation programs nationwide. His experience and writing provide a foundation for understanding how schools can reduce referrals and suspensions, ensuring students remain connected to learning while building responsibility and stronger school communities.
From Suspension to Support – Systems That Reduce Classroom Referrals
Public schools across the country continue to face the challenge of balancing classroom order with inclusive practices. Traditional reliance on suspensions—removing students from class for fixed periods—may provide short-term relief but interrupts learning, fosters disengagement, and disproportionately impacts students of color and those with disabilities. As a result, exclusionary discipline widens both academic and equity gaps.
A clear starting point for reform is understanding what a referral means. A referral is a teacher’s written request for administrative action when a student breaks a rule. High numbers of referrals show heavy reliance on removal, and reviewing them reveals whether certain groups of students are disciplined more often than others.
Schools now rely on data systems to broaden their understanding of discipline. Referral logs and dashboards help administrators and teachers detect trends—such as recurring issues at specific times or frequent violations of certain rules. District analyses often reveal hotspots, such as afternoon surges in middle school referrals. Equipped with these insights, leaders can intervene earlier, target support where it is most needed, and shift resources toward staff training and classroom supports rather than exclusion. Oversight teams use the same data to monitor progress and ensure reforms remain consistent.
Alongside these data-driven strategies, schools have turned to restorative justice as a direct alternative to exclusionary discipline. In practice, restorative justice involves a structured process where students take responsibility for harm and work with peers and staff to repair the damage. Instead of removal, the emphasis falls on dialogue, accountability, and solutions that allow students to remain in class.
One extension of this approach is the restorative conference. Schools run these formal sessions step-by-step and make expectations transparent to every participant. Students, staff, and sometimes families discuss incidents and agree on actions to repair harm. Schools that use conference models report fewer repeat offenses and improved trust between students and staff.
Teachers play a central role in making these systems work. Training gives them tools for restorative conversations, de-escalation strategies, and consistent responses. Role-play, peer coaching, and workshops build confidence and prepare teachers to rely on supportive approaches rather than suspension. When teachers consistently apply these skills, they strengthen classroom culture and reduce the use of exclusionary measures.
Families and communities also reinforce the process. Restorative meetings that include parents or guardians expand accountability beyond school and encourage continuity at home. Engaged parents contribute to higher attendance and fewer repeat incidents, ensuring students receive consistent guidance across environments.
Schools that implement these reforms report tangible results. Attendance rises, dropout risks fall, and graduation outcomes improve when students remain connected to instruction. These changes strengthen equity by narrowing graduation gaps that exclusionary discipline has historically widened.
Schools also connect improved outcomes to how they redirect resources. They move funds once used for suspension centers or exclusion programs to support training, data dashboards, and additional staff. Schools that lower suspension rates cut costs tied to repeat incidents and student attrition, creating potential net benefits. Redirected investments create a cycle that makes reforms both effective and financially sustainable.
Discipline reform is ultimately about moving from suspension to support. By combining data oversight, restorative processes, teacher preparation, and family engagement, schools can replace exclusionary practices with systems that sustain learning. The long-term result is a safer and more equitable environment where students are not pushed out of classrooms but guided toward growth and responsibility.
About Dr. Zachary Robbins
Dr. Zachary “Zac” Robbins is an educator, author, and superintendent with more than 25 years of experience in K–12 and higher education. He has served as principal of Cheyenne High School and later as superintendent of Marysville School District 25, where he led academic gains and fiscal reforms. Robbins is the author of The Teachers Black Students Need, Becoming a Social Justice Educator, and Restorative Justice Tribunal. His work emphasizes restorative practices, inclusive learning, and equity-driven leadership.
