A Case Study of the Implementation of Restorative Justice in a Middle School

Abstract

Restorative justice is an alternative disciplinary approach to the traditional, punitive approach to discipline. This case study focused on exploring the implementation of restorative justice discipline practices within a middle school. Participants included students, teachers, and an administrator. Five themes emerged from the data: (a) different approach, (b) restorative justice activities, (c) relationships, (d) meaningful consequences, and (e) expectations. The researchers also discuss the implications and recommendations for future research.

Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review

“…Thirty-four studies conducted in seven countries (USA, 23; UK, 4; Australia, 2; Canada, 2; Croatia, 1; Japan, 1; Scotland, 1) were included in this systematic review. Of these, six studies are randomized controlled trials (RCT) [ 23 , 24 , 25 , 26 , 27 , 28 ]; one study is a follow-up survey [ 29 ]; one study is a correlational study [ 30 ]; one study is an interrupted time series (ITS) analysis [ 31 ]; two studies are nonexperimental design studies [ 32 , 33 ]; one study is quasi-experimental pre–post design study [ 34 ]; 17 studies are qualitative studies (in these, we considered single-case studies) [ 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 ]; one study is both literature review and a qualitative research study [ 52 ]; two studies are qualitative and quantitative studies [ 53 , 54 ]; two studies are quantitative studies [ 55 , 56 ].…”

“…Twenty-six studies [ 24 , 25 , 26 , 27 , 28 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 41 , 42 , 43 , 44 , 45 , 48 , 49 , 50 , 51 , 52 , 54 ] within the projects for the implementation of restorative justice and restorative practices at school provided for the activation of training courses in restorative justice and the use of its practices. The training of teachers, school staff, and students has made it possible to sensitize the entire school to the restorative approach; supporting openness to change in school policy and facilitating the application of the restorative approach to the whole school; transferring knowledge and skills; making students and teachers autonomous in the activation and management of restorative practices; develop skills to manage and deal with conflicts independently; enable students to become active members of school life and decision-making processes on issues that concern them.…”

“…In schools where the restorative approach (and practices) is adopted, less misconduct by students, reduction in injuries, disciplinary postponements, and school crimes are evident, with more positive behaviours and decreases in suspension rates and disciplinary sanctions. This leads to a reduction in the need for punitive measures [ 24 , 25 , 26 , 27 , 28 , 30 , 31 , 34 , 36 , 38 , 39 , 40 , 41 , 42 , 46 , 48 , 50 , 54 , 55 ]. For example, the study by Payne et al [ 55 ] pointed out that the use of severe punishment increases the likelihood of choosing punitive/zero-tolerance policies to manage and respond to student behaviour problems; the use of milder punishments increases the likelihood of resorting to restorative practices; the use of harsh punishments is unrelated to the level of crime and delinquency.…”

“…Sixteen studies showed how the restorative approach can promote positive interactions between and with all its components. A better student experience both in the classroom and at school linked to improved relationships between peers, between students and teachers, referring to the students’ experience of their teachers as respectful, and between school and families, building mutual trust and growth, emerged [ 23 , 24 , 25 , 26 , 28 , 29 , 37 , 38 , 39 , 41 , 42 , 43 , 48 , 50 , 52 , 53 ]. Ingraham et al [ 41 ] stressed the importance of using active, collaborative, and relationship-oriented methods of participation that involve teachers, parents, and students.…”

La Segregación Invisible: Prácticas Punitivas y de Ordenamiento Académico en Escuelas Chilenas

“…Los análisis preliminares de la concurrencia de prácticas de ordenamiento académico con diversas prácticas punitivas indican que éstas últimas son más frecuentes entre los colegios que ordenan académicamente, diferencias que en la mayor parte de los casos son estadísticamente significativas. No obstante, su aplicación es relativamente independiente al de las prácticas de ordenamiento académico observadas en Chile; lo que desafía al país a avanzar en políticas, programas y estrategias específicas para modificar las prácticas y las culturas al interior de los establecimientos educativos chilenos, por otras de reparación y diálogo en la resolución de los conflictos disciplinarios (Augustine et al, 2018;Marcucci, 2019;Weaver y Swank, 2020). La consigna de una escuela más inclusiva implica entonces, considerar aquellas prácticas menos visibles de segregación y exclusión escolar que informan los estudiantes y padres como frecuentes, y que desde estos hallazgos están sobre-representadas en aquellas poblaciones justamente más vulnerables (Lehmann et al, 2020;Losen, 2011;Weaver y Swank, 2020).…”