The increasing reliance on harsh punitive approaches, such as zero tolerance policies, for school discipline makes procedural and substantive protections for students a timely issue. When zero tolerance policies are applied to behavior that does not threaten the immediate safety or welfare of others, they can have a negative impact on the welfare of the offending student and the overall school climate (NASP, 2002). There is little question that excluding any student from high school for an indefinite time period will adversely affect that student's educational opportunities. Pursuant to the Individuals with Disabilities Education Act (IDEA) regulations, special teams are convened to address discipline issues for disabled students to ensure these students are not punished for behavior that is characteristic of their disability. General education students, however, lack the extensive procedural protections afforded special education students. All students, however, can benefit from the protections that can be afforded through a team approach to student discipline. Using a team approach to discipline will allow for an increased degree of professional judgment if broadened zero tolerance policies continue and will help ensure a standard of care for all students. By including a student advocate on a discipline team, incidents of student misbehavior can be handled within the school setting based on principles of repairing the harm, recognizing the consequences, and learning from mistakes.