Disciplinary Dissent: The Troubled Implementation of a Restorative Justice Program at E.C. Johnson High School

Abstract

As many schools and school districts across the nation consider replacing traditional behavioral management strategies with restorative practices, this case asks the readers to consider the challenges a school leader may face when attempting to implement school-wide procedural change. In this case, a school leader faced with race-based discipline disparities attempts to challenge this nationwide trend by bringing in a local organization to conduct restorative justice facilitation and reduce the school’s out-of-school suspension numbers. This proves to be challenging due to the systems that existed prior to this change and her difficulties in getting buy-in from her staff. This case may be used in leadership preparation courses as an example of the complexity and considerations involved when implementing restorative justice as an alternative discipline strategy.

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.…”

“…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. 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.…”

“…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.…”

Restorative Justice in a “Don’t Say Gay” State: Are Relationships Enough?

“…They may cave to pressure from district policy and school boards. They may also be influenced by school resource officers (SROs; Gilzene, 2020), who are likely to become aggressive when they observe what they believe students are violating school rules (Kupchik & Bracy, 2009).…”