Over the past four years, Leaders has experienced a dramatic decrease in suspensions while school enrollment has grown by 30% over the same time period. This change can be attributed in large part to the implementation of restorative practices which prioritize student voice and leadership in the school's approach to discipline and response to conflict. What is not captured in this graph are all the mediations, care conferences, harm circles, and community builders that students lead to prevent problems from escalating. What it also doesn't capture is the decrease in the types of of conflict that may lead to suspensions. For example, the two superintendent's suspensions in 2016 were for students who inadvertently brought a weapon onto school grounds (one, a box cutter she needed for her job in a stockroom after school and another a butter knife she used to peel her orange). Each case triggered an automatic superintendent's suspension and further highlighted the need to move away from the zero tolerance, one-size-fits all approach to consequences popularized in the 1980s and towards a more individualized, restorative approach. Bringing students into the conversation about how we deal with conflict at Leaders has raised questions about national issues including Black Lives Matter, the school to prison pipeline, and community policing. As students take on a more central role in helping to define the school culture and discipline policy, they are able to transfer that learning to the classroom and their communities.