Reintegration Meetings: A critical Tool for Student Success and Belonging

Reintegration Meetings: A Critical Tool for Student Success and Belonging

The Gap in School Discipline Practices

Schools are designed to be places of learning, growth, and connection. Yet, when students face disciplinary actions like suspensions, there’s often a disruption in their sense of belonging and academic progress. Research shows that students who are suspended are at greater risk of falling behind academically, becoming disengaged from school, and experiencing future disciplinary actions (Gregory et al., 2010).

Reintegration meetings address this by creating an opportunity for meaningful reentry into the school community. They repair relationships, set expectations, and offer tailored support to students returning from exclusionary discipline.

What Are Reintegration Meetings?

A reintegration meeting is a structured conversation held between the student, their family, and school staff upon the student’s return from a suspension or extended absence. Research underscores that restorative practices like reintegration meetings reduce suspensions and improve school climates (Evans & Lester, 2012).

Key components of a reintegration meeting include:

• Acknowledgment: Recognizing the incident that led to the student’s absence.

• Support: Addressing challenges the student faced and providing school-based solutions.

• Accountability: Encouraging the student to take responsibility for their actions while focusing on growth.

• Collaboration: Ensuring that all parties—students, families, and staff—agree on shared expectations and next steps.

Why Reintegration Meetings Are Essential

1. Restoring Trust and Relationships

Disciplinary actions often leave students feeling isolated and mistrusted. Reintegration meetings provide a safe space to rebuild connections and ensure that students feel valued and supported. According to Brown et al. (2019), fostering relationships with students after disciplinary incidents leads to increased engagement and a stronger sense of belonging.

2. Promoting Equity

Data shows that students from marginalized groups, such as Black and Hispanic students, are disproportionately suspended and expelled (Losen et al., 2015). Reintegration meetings help address systemic inequities by ensuring personalized support and reducing repeat discipline.

3. Preventing Recidivism

Restorative approaches have been shown to reduce repeat offenses and improve behavior. Studies indicate that when students feel heard and supported, they are less likely to engage in future conflict (Kline, 2016).

4. Creating a Safe and Inclusive Environment

When reintegration is done thoughtfully, it signals to the student and their peers that mistakes are opportunities for growth—not permanent labels. This aligns with findings that inclusive and supportive school environments improve student outcomes across all demographics (Osher et al., 2018).

How to Implement Effective Reintegration Meetings

1. Plan the Meeting Thoughtfully

• Who should attend: The student, a family member or guardian, the teacher(s), and an administrator or support staff member.

• When to hold it: As soon as possible after the student’s return.

2. Use a Strength-Based Approach

• Highlight the student’s potential and past successes.

• Focus on solutions rather than punishment.

• Research supports using strength-based approaches to improve student self-esteem and foster engagement (Hammond, 2015).

3. Develop a Reentry Plan

• Collaboratively identify supports (e.g., counseling, check-ins, peer mentors).

• Set clear, achievable goals for behavior and academic performance.

4. Follow Up

• Schedule a check-in a few weeks later to evaluate progress and address any new challenges.

What Schools Gain from Reintegration Meetings

• Stronger Community Bonds: Students and families feel seen, valued, and supported.

• Improved Academic Outcomes: Students are more likely to engage in learning when they feel connected (Wentzel, 2016).

• Reduced Conflict: Open communication helps to resolve underlying issues and prevent future incidents.

• A Shift Toward Restorative Practices: Reintegration meetings align with PBIS and restorative discipline frameworks, moving schools away from exclusionary practices.

Reintegration is a Step Toward Equity and Belonging

Reintegration meetings are more than just a step in the disciplinary process—they’re a declaration that every student deserves a fresh start. By investing time and energy into these meetings, schools can build a culture that prioritizes belonging, accountability, and growth.

Resources for Reintegration Success

At Making Champions of Change, we believe in equipping schools with the tools they need to create positive, inclusive learning environments.  

Looking for a Step-by-Step Guide to Reintegration Meetings?

At Making Champions of Change, we’ve developed a comprehensive Reintegration Manual that outlines everything you need to effectively implement reintegration meetings in your school. This guide provides:

• Detailed meeting templates and conversation scripts.

• Tips for fostering positive relationships during challenging discussions.

• Strategies to address common barriers and ensure equity.

• Examples of reentry plans tailored to various student needs.

Empower your staff with the tools to support students after disciplinary absences, build a culture of belonging, and create sustainable, positive change.

Get Your Copy of the Reintegration Manual Today! Click here to get it now!

Visit MakingChampionsofChange.com to download the manual or learn more about our resources and professional development offerings.

Start the journey toward creating schools where every student has the chance to thrive—even after setbacks.

References

1. Brown, C., Anagnostopoulos, D., & McCrory Calarco, J. (2019). Restorative Practices in Schools: Building Relationships to Improve Discipline and Equity.

2. Evans, K. R., & Lester, J. N. (2012). Restorative justice in education: What we know so far. Peabody Journal of Education, 87(2), 139-149.

3. Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39(1), 59-68.

4. Hammond, Z. (2015). Culturally Responsive Teaching and the Brain. Corwin Press.

5. Losen, D. J., Hodson, C. L., Keith, M. A., Morrison, K., & Belway, S. (2015). Are we closing the school discipline gap? The Center for Civil Rights Remedies.

6. Osher, D., Sprague, J., Weissberg, R. P., & Axelrod, J. (2018). Creating Safe, Equitable, Engaging Schools: A Comprehensive, Evidence-Based Approach. Harvard Education Press.

7. Wentzel, K. R. (2016). Student motivation and engagement in the classroom. Academic Press.

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