Suspension and expulsion remain the ubiquitous reaction to student discipline issues, but studies and anecdotal evidence show that students punished in this manner are no less likely to continue to misbehave, break school rules or bully other students. Conversely, these disaffected students are more likely to drop out of school and struggle to make a living.

As such, it is refreshing that Lyme-Old Lyme administrators are reacting differently to mean-spirited, harassing behavior in an effort to get students to take responsibility, empathize with others and, in the long run, improve the general school climate. Lyme-Old Lyme High School officials last spring began reacting to certain misbehaviors and student-to-student conflicts with a process called Restorative Practices. They now report that of the 23 students who completed the process since May, just one has repeated an offense.

The process works in this way: Students who break certain rules are referred to a panel consisting of four teachers and Assistant Principal Michelle Dean. The panel assigns each student personalized work and reflection. They consider an individual student's skills and talents in assigning tasks. For example, an artistic student may complete a reflective art project, an athlete work that involves his or her field or court activities, and another student complete specific types of interviews with specific people. Students also must reflect on their actions and propose possible future solutions to conflicts via a written assignment.

School suspensions keep students isolated in a room for several hours. Restorative Practices assignments can require a week to complete. Suspended students are segregated and may later be ostracized by their peers. Students who complete Restorative Practices remain part of the school community and develop skills aimed at making better behavioral choices. Suspended students do not have to think, reflect or problem-solve. Students in Restorative Practices must do all of this and more.

What do students themselves say about the process? That they learn more, put themselves in others shoes more effectively and strive more aggressively to change their behaviors.

There is a direct correlation between school success and general life success. Lyme-Old Lyme officials deserve praise and encouragement for striving to ensure this for all their students. Perhaps even more students will benefit from such a program in the future.

Administrators from other school districts are talking to Ms. Dean about the program. This is a positive sign Restorative Practices could someday become as common as school suspensions and expulsions.