From Discipline to Connection: A Cultural Shift at Weld Central High School

Over the past three years, Weld Central High School has been engaged in a quiet but profound transformation – one that reaches beyond discipline data and into the fabric of its community. What began as a single opportunity for training has evolved into an intentional shift toward a culture rooted in accountability, connection, and belonging.

As one school leader reflected, “That opportunity planted the seed for what has become a powerful cultural shift in our building.”

In 2023, a small team from Weld Central participated in restorative justice training through the Weld County Collaborative Management Program. At the time, the dominant mindset within the school reflected a familiar narrative: when harm occurred, the solution was stronger discipline - consequences, or removal.

The data told that story too. During the 2022–2023 school year, Weld Central recorded 219 out-of-school suspensions and 23 in-school suspensions. Like many schools operating within a traditional punitive model, discipline often meant disconnection – students removed from learning and relationships fractured in the process.

The following year marked an early attempt to shift course. Out-of-school suspensions decreased to 159, while in-school suspensions rose to 51 as the school explored ways to keep students physically present. One of the school's administrators notes, this phase reflected “an early effort to figure out discipline but wanting to keep students in school.” It was progress, but not yet transformation.

That deeper shift began through organizational coaching and whole-staff professional development with WhyRJ. Over time, the work moved beyond theory and into daily practice - reshaping not just what staff did, but how they understood student behavior, accountability, and community.

The results have been striking. After a full year of intentional implementation, out-of-school suspensions dropped to 82, and in-school suspensions decreased to 39. These numbers reflect more than improvement - they signal a fundamental shift in approach. As the school shared, “These numbers reflect more than a reduction in discipline; they represent students remaining connected to learning, relationships being repaired, and a shift in how we respond to harm.”

Equally important has been the evolution in staff mindset.

What began with skepticism has grown into hopefulness. “Early resistance has evolved into ownership and enthusiasm,” the school noted. Staff who once questioned the approach are now integrating restorative practices into their classrooms and daily interactions.

When asked, “One thing I will do differently as a result of this professional development is…” staff responses reflected both practical shifts and cultural change:

• “Implementing circles every Friday in Advisory”

• “Helping others facilitate circles”

• “Observing colleagues using restorative practices”

• “Problem-solving through circles”

• “Building stronger classroom community”

• “Creating suggestion boxes for circle questions”

• “Facilitating conversations about cell phone expectations”

• “Listening more intentionally”

These are not isolated strategies – they are signals of a broader transformation. As the school put it simply, “What was once skepticism has become commitment.”

This work has also been reinforced at the district level through the addition of a Dean of Students role dedicated to cultivating a restorative culture. This alignment between leadership and school-based implementation has been critical in ensuring that this work is not temporary, but deeply embedded.

Looking ahead, the Weld Central team remains energized. “We are energized as we move through our second year… and look forward to what the discipline data will reveal next.” But beyond the numbers, the impact is already clear.

“We are witnessing a school community that believes accountability and belonging can coexist, that relationships matter, and that keeping students connected to school [matters].”

This is what it looks like when a school moves from discipline to connection—not as an initiative, but as a lasting cultural foundation. As their reflection concludes, “Restorative justice has not only improved our numbers – it has reshaped our culture.”