Transforming School Climate and Student Discipline: The Restorative Justice Promise for Peace

Payne, Allison Ann; Welch, Kelly

doi:10.1007/978-3-031-13101-1_4

Cited by 3 publications

(3 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, school coexistence issues can become more complex when teachers feel unable to manage students' behaviors with punitive discipline, causing burn-out and professional malpractice and leading to teachers abandoning their responsibility to maintain a safe and positive environment in school [24,25]. According to Payne and Welch [26], the use of punitive discipline when students misbehave, such as expulsion policies, threats, and other harsh sanctions, rather than a restorative justice approach, "not only fails to reduce school violence and misbehavior, but it may actually increase the frequency and intensity of these incidents"(p. 66). Thus, a restorative justice approach in schools, based on awareness of one's behavior and repairing the harm caused using social and emotional abilities, activates the school community s understanding of conflict and empowers them to create a peaceful and positive climate [27].…”

Section: Of 15mentioning

confidence: 99%

Effectiveness of the FHaCE Up! Program on School Violence, School Climate, Conflict Management Styles, and Socio-Emotional Skills on Secondary School Students

2022

View full text Add to dashboard Cite

Communicative and socio-emotional skills are associated with conflict resolution and, thus, school violence prevention. However, without using a combination of techniques in peaceful conflict resolution, it is difficult to ensure such a relationship. The present study aimed to evaluate the effectiveness of the FHaCE up! program, an intervention based on training in communication and socio-emotional skills, as well as conflict resolution, using a collaborative style and mediation skills to reduce school violence and improve the school climate. This training developed in two consecutive stages. The design of the study was quasi-experimental, in which 561 students (aged from 11 to 17 years) from two public secondary schools in Valencia, Spain, participated. Convenience sampling was assigned to the experimental group (N = 264) and the control group (N = 297). The results showed a significant improvement in school violence and school climate perception, as well as communication and socio-emotional skills, in the experimental group after the intervention implementation. It is concluded that the FHaCE up! program significantly positively affected teenagers’ perception of violence and school climate.

show abstract

Section: Of 15mentioning

confidence: 99%

Effectiveness of the FHaCE Up! Program on School Violence, School Climate, Conflict Management Styles, and Socio-Emotional Skills on Secondary School Students

2022

View full text Add to dashboard Cite

show abstract

“…Unfortunately, the optimization of peace education has not fully achieved its goals maximally, as evidenced by the emergence of problems such as violence [4], using of firearms [5], sexual violence [6], [7], bullying [8], aggressive behavior [9], [10], and intolerance [11]. Problems resulting from student disquiet at school can exacerbate the school climate [12], [13].…”

Section: Introductionmentioning

confidence: 99%

The role of peace educators in building a culture of peace in the school: Comparisons between Indonesia and Malaysia

Saputra,

Handayani,

Supriyanto

et al. 2024

IJERE

View full text Add to dashboard Cite

<span lang="EN-US">A culture of peace is a condition that school members covet. Indonesia and Malaysia are two neighboring countries that support implementing peace education. Even though the two countries are allied and neighbors, each country has uniqueness, including implementing peace education. This study aims to describe the role of peace educators in Indonesian and Malaysian schools. Systematic literature reviews identify the position of peace educators in building a culture of peace in schools. The study uses eight main articles to describe the role of peace educators in Indonesia and Malaysia. The selected articles were analyzed by data extraction. The study results show that peace educators in Indonesia and Malaysia have different characteristics. Peace educators in Indonesia focus more on efforts to suppress student violence. Meanwhile, peace educators in Malaysia focus on building a constructive mindset towards all forms of experiences experienced by students. The study recommends further research to create a unique model of peace education according to the characteristics of students in Indonesia and Malaysia.</span>

show abstract

“…Key to a school's success in maintaining a positive school culture and academic climate is the integration of its values and leadership strategies (Leithwood et al, 2020;Quantz et al, 2017). Schools that promote values that result in a healthy school culture, such as a growth mindset, restorative justice, and authentic and realworld learning experiences and outcomes for its students, have been best at promoting high levels of student motivation even in the context of major structural and systemic barriers (Burnette et al, 2022;Nachtigall et al, 2022;Payne & Welch, 2022).…”

Section: School Culture Learning Environment and Student Relationshipsmentioning

confidence: 99%

An investigation into pathway preparation and student motivation

Blaisdell

View full text Add to dashboard Cite

Without the support of my family, friends, colleagues, and mentors, this project would not have been possible. I am profoundly grateful for the network of support I have had backing me at each stage of my continuing education and each milestone of this project.Mom, Dad, Ariana, and Nonni, you have always been there to support me in everything that I pursue with unconditional love and guidance. You have all taught me what it means to put others beyond yourself.Casey, I will always be indebted to the sacrifices you made to ensure I completed this project. You personally guaranteed that I truly had nothing to worry about besides this work, which allowed it to thrive and develop to its full capacity.Dr. Boozang, without your continued support, I could not imagine how this project would be possible. At each stage of drafting, planning, revising, and more, you were there to offer guidance and expertise which allowed me to extend beyond what I thought I was capable of.Dr. Serig, I am grateful for all of your contributions in pushing the scope and depth of this project. It is hard to imagine this project without your timely and rigorous feedback as a second reader.Dr. Gebhard, thank you so much for continuing your commitment to my academic growth. It's hard to believe that you were my professor for my first-ever course in the field of education and now you're my third reader for my dissertation. Thank you for everything, Meg.Lastly, I am deeply appreciative of everyone who was there for me in my journey. My family, friends, students, colleagues, and everyone who was there rooting for me along the way have made all the difference. All of the major and minor forms of support did not go unrecognized or unappreciated. 4 DedicationsTo my family, the foundation of my life. I love you, Mom, Dad, Ariana, Nonni, Papa, and Daisy.

show abstract

Transforming School Climate and Student Discipline: The Restorative Justice Promise for Peace

Cited by 3 publications

References 41 publications

Effectiveness of the FHaCE Up! Program on School Violence, School Climate, Conflict Management Styles, and Socio-Emotional Skills on Secondary School Students

Effectiveness of the FHaCE Up! Program on School Violence, School Climate, Conflict Management Styles, and Socio-Emotional Skills on Secondary School Students

The role of peace educators in building a culture of peace in the school: Comparisons between Indonesia and Malaysia

An investigation into pathway preparation and student motivation

Contact Info

Product

Resources

About