The school to prison pipeline is how prisons are built in communities whose 3rd grade reading levels fall below a certain level, more often in low income and minority populations. It is also said that a higher rate of behavioral suspensions can cause a student more likely to end up in jail or prison. Working to change the school to prison pipeline is very challenging but is very possible. One way to work towards increasing student achievement and ensuring that students are prepared for the demands of the world is through restorative practices. Often times, teachers provide consequences for students without understanding the root cause of a behavior. For example, a student may act out in class when called on and such a teacher provides a detention or verbal redirect to address the misbehavior. With restorative practices, the student and teacher would sit down afterwards and answer a few questions regarding what happened, who was affected, and what can they do to move forward or fix it. The student learns how their behavior impacted the teacher and vice versa. Both parties are able to explain their position and work towards a resolution that works for all. Restorative practice, even though have been around since the 1990’s, are still a very new concept. Because this is fairly new, it is a foreign or abstract topic for many including students, families, and teachers. Restorative practices also asks people to shift their thinking from consequence to how can a problem be fixed. For minority and low socioeconomic status students, there is a level of trust that is broken when it comes to direct punitive consequences that is not effective and in fact perpetuates the behaviors more. Restorative practices work to rebuild that trust between teacher, student, family, and schoolwide behavioral expectations. When implementing the school wide improvement plan and focusing on student behavior, one important factor is to not only address behavior antecedents but focusing on relationships as a critical part of education.