Reframing school-based restorative justice as a structural population health intervention

Todić, Jelena; Cubbin, Catherine; Armour, Marilyn Peterson; Rountree, Michele; González, Thalia

doi:10.1016/j.healthplace.2020.102289

Cited by 17 publications

(14 citation statements)

References 43 publications

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“…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 ].…”

Section: Resultsmentioning

confidence: 99%

“…Of these 26 studies, 20 studies [ 24 , 25 , 26 , 27 , 28 , 31 , 32 , 33 , 35 , 36 , 37 , 38 , 39 , 41 , 44 , 45 , 48 , 51 , 52 , 54 ] envisaged the involvement of external experts both to support students and/or teachers in the management of the practices and because they were called to be their facilitators. In eight studies [ 23 , 29 , 40 , 46 , 47 , 53 , 55 , 56 ], the RP were provided directly by the researchers as experts in restorative practices.…”

Section: Resultsmentioning

confidence: 99%

“…Five studies [ 28 , 33 , 42 , 46 , 56 ] investigated the impact of restorative justice and restorative practices on well-being. The research by Norris [ 33 ] focused on evaluating the impact of the restorative approach on two areas of psychological well-being, happiness, and school commitment.…”

Section: Resultsmentioning

confidence: 99%

“…Even Warren et al [ 28 ] showed positive outcomes of the restorative justice approach in greater mental well-being, better psychological functioning, and quality of life, with an increase in health and well-being throughout the school in their study. Furthermore, from the study by Todic et al [ 56 ], it appears that in schools that have implemented restorative justice, students are less likely to be absent from school due to health problems and, according to Kehoe et al [ 42 ], there is also a decrease in the rates of anxiety and depression.…”

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

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

Lodi

Perrella

Lepri

et al. 2021

IJERPH

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Background: In recent years, the use of restorative justice (RJ) and restorative practices (RP) in schools has grown rapidly. Understanding how theory and research address this topic is important for its practical implementation based on scientific knowledge. The aim of this article was to analyse the practices derived from RJ implemented in school and what kinds of results have been achieved. Starting from the analysis of the qualitative and quantitative research in the field, a systematic review was conducted on the last decade of studies using RJ and RP at every level of school education. Methods: For this review, methods including the PRISMA guidelines, the PRISMA flow diagram, and qualitative synthesis were carried out. Scientific articles for the literature review were selected according to the following criteria: (1) publication date between the years 2010–2021; (2) student population aged 6–18 years; (3) publications in the English language; (4) articles directly accessible or accessible by contacting the author(s); 34 articles met the inclusion criteria. Results: The most used RP in school are circles (n = 26), followed by restorative conferences (n = 17), peer mediation (n = 10), restorative conversations (n = 8), mediation (n = 7), community-building circles (n = 5). RP can improve the school climate, discipline, positive conflict management through actions that aim at preventing suspensions, exclusions, conflicts, and misbehaviours (e.g., bullying). RJ practices promote positive relationships between peers and between students and teachers, as well as to prosocial behaviours through the development of social and emotional skills. Conclusions: From the studies examined, a great interest in applying restorative justice and practices in schools clearly emerged. Discussions on the benefits and challenges of implementation were provided. However, there is still limited evidence in terms of direct correlation, which suggests further studies on the impact of RJ and RP in school settings.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

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

Lodi

Perrella

Lepri

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…These benefits are simply theoretical, and more development and investigation is needed to coordinate restorative justice with mental health services. This link-that is, between restorative justice and mental and physical wellbeing-is underexplored (Todić et al 2020).…”

Section: The Potentials Of Restorative Justicementioning

confidence: 99%

School-Based Restorative Justice: Lessons and Opportunities in a Post-Pandemic World

Vélez

2021

Laws

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The COVID-19 pandemic has deeply affected schools and the people within them. The move to remote schooling forced practitioners of school-based restorative justice to adapt and innovate, as theory and practice had almost exclusively focused on in-person instruction. In this paper, I first review some of the challenges, adaptations, and lessons during the pandemic. I then argue that restorative justice in schools offers new and unique potential to address needs of educational communities and the students, educators, and staff within them as in-person instruction returns. Specifically, I suggest it could contribute to rebuilding social connection and community, bolstering mental health, and addressing inequities. Finally, I end with limitations and future directions for considering these extensions and evaluating their impact. School-based restorative justice alone cannot be a panacea for these issues, but could be integrated into other supports and services to address the stark needs of school communities and of the young people whose lives have been so deeply impacted by COVID-19.

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Readiness to implement screening, brief intervention, and referral to treatment in school‐based health centers

Sebastian

Gunderson

Ramos

et al. 2022

Journal Community Psychology

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The purpose of this study was to evaluate the readiness of a university‐based school‐based health center (SBHC) program to implement the screening, brief intervention, and referral to treatment (SBIRT) model. We completed preimplementation surveys and interviews with providers, staff, and administrators at participating SBHCs (N = 19) to measure current protocols for and barriers to addressing adolescent substance use and barriers and facilitators to implementing SBIRT. We used the R = MC2 heuristic (readiness equals motivation, general organizational capacity, and innovation‐specific capacity) to interpret findings from the data. Using the R = MC2 heuristic, we identified factors that may aid implementation, including the prioritization of substance use and a supportive organizational culture, as well as potential barriers, including competing high‐priority health issues and a lack of resources for innovation. This study contributes to the emerging literature on the implementation of the SBIRT model with adolescents and in SBHCs and demonstrates the practical applicability of the R = MC2 heuristic for assessing implementation readiness. SBHCs are ideal locations for addressing substance use but SBHC providers also face unique challenges when implementing the SBIRT model.

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Reframing school-based restorative justice as a structural population health intervention

Cited by 17 publications

References 43 publications

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

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

School-Based Restorative Justice: Lessons and Opportunities in a Post-Pandemic World

Readiness to implement screening, brief intervention, and referral to treatment in school‐based health centers

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