The use of suspensions as a method of punishment in schools has increased over the past decade. This disciplinary practice impacts minority students at a disproportionate rate, and has serious implications for students, many of whom discontinue their education because of expulsion or dropping out of the school system. Consequently, many schools are developing innovative and non-exclusionary disciplinary practices. Rather than having students merely fulfill a punishment, methods of restorative justice require individuals to repair the harm done during a behavioral infraction. This method holds promise for curtailing the adverse affects of suspension, particularly in the context of full-service community schools. This article addresses the use of restorative justice in such schools and presents one Chicago community school’s use of restorative justice.