Effectiveness of Restorative Justice in US K-12 Schools: a Review of Quantitative Research

Darling-Hammond, Sean; Fronius, Trevor; Sutherland, Hannah; Guckenburg, Sarah; Petrosino, Anthony; Hurley, Nancy

doi:10.1007/s40688-020-00290-0

Cited by 60 publications

(39 citation statements)

References 32 publications

(54 reference statements)

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“…From the studies examined, results of great interest emerged regarding the benefits of applying restorative justice and practices in schools, as also confirmed by the theoretical articles and reviews reported in the Appendix A [ 57 , 58 , 59 , 60 , 61 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 ]. However, there is still limited evidence in terms of direct correlation, which suggests further studies.…”

Section: Discussionmentioning

confidence: 69%

“…In addition, some studies showed better academic performance, resulting in lower levels of absenteeism. In this sense, in line with the academic scientific literature, in schools that have implemented restorative justice and restorative practices, there is a slight increase in the average grade, an increase in graduation rates, and a more than double decrease in dropout rates [ 60 ]. Therefore, the implementation of the restorative approach and restorative practices is expressed not only as a response to conflict, but in a preventive key to welcome and care for people, relationships, communities.…”

Section: Discussionmentioning

confidence: 89%

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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: Discussionmentioning

confidence: 69%

Section: Discussionmentioning

confidence: 89%

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

“…Implementing PBIS may require educators to not only implement Recognition systems, but also directly address racially driven cognitive barriers to students’ trust (Yeager et al, 2014, 2017) and educators’ cognitive biases of lowered expectations (Downey & Pribesh, 2004; Tenenbaum & Ruck, 2007). The empirical evidence for relationship-oriented practices (e.g., trust-building, restorative discipline) remains sparse (Darling-Hammond et al, 2020) and should be evaluated in the context of PBIS implementation. Furthermore, research is needed to examine the experiences of Latinx students related to trusting student–teacher relationships.…”

Section: Discussionmentioning

confidence: 99%

Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap

Barclay¹,

Castillo

Kincaid

2021

Journal of Positive Behavior Interventions

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In U.S. schools, Black and Latinx youth receive disciplinary action at rates greater than their White peers. In the context of systemic racism in the United States, proposed systemic solutions such as school-wide positive behavioral interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school discipline. In light of mixed evidence for a SWPBIS–equity relationship, this study examined the merits of five SWPBIS elements demonstrating promise in the literature or underexamined potential for reducing discipline rates and disparities for Black and Latinx students in a sample of 322 SWPBIS-implementing schools serving a total of 292,490 students (19% Black, 28% Latinx) in a southeastern state. Multiple linear regression results indicated that higher fidelity to SWPBIS Classroom Systems was related to lower discipline risk for all students, including Black and Latinx students, but not more equitable discipline practices. Higher fidelity to SWPBIS Expectations was related to higher suspension risk among Black students, whereas higher levels of Recognition were related to more equitable suspension practices. No significant relationships were observed between Lessons and Data Analysis and disciplinary rates or equity. Implications for the research and practice of SWPBIS are discussed in the context of promoting more equitable and socially just discipline practices.

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“…These approaches have successfully been applied in school settings through the use of talking circles and community‐based intergenerational art projects (Berman & Hassinger, 2012; Shein, 2021), which have in turn increased participants’ ownership of the process, led to interruption of the school‐to‐prison pipeline, improvement of relationships, and prevention of destructive ways of engaging conflict, fostering meaningful dialog and increasing academic and social achievements (Ortega et al., 2016). Although their effectiveness in preventing bullying has been found to be equivocal, they have been found to reduce misbehavior and the need for disciplining (Darling‐Hammond et al., 2020). Moreover, these interventions have enabled students, parents, and teachers to find ways of giving voice to community concerns while working together to strengthen communication and esprit du corps (Shein, 2021).…”

Section: Summary and New Directionsmentioning

confidence: 99%

The child in the school, the school in the community, and the community in the child: Linking psychic and social domains in school violence prevention

Pivnick

Hassinger

2021

Appl Psychoanal Studies

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Despite efforts to broaden the focus of school safety provision beyond eliminating individual problematic students, interventions in school contexts have traditionally focused on helping the troubled child adapt to the school; less often do schools view the child's symptoms as reflecting troubles in the community which in turn impact children. Even the “school climate” approach, which is innovative in viewing the child in light of social influences contributing to identity and affective co‐regulation, may not sufficiently illuminate the interactions among neurobiology, teaching methods, family support/networks, organizational systems, and cultural/political disruptions. In this article, we focus on Cohen and Rappaport’s complementary papers on preventing school violence. Although both papers thoughtfully consider individual and school‐climate factors, a common feature in both is the replication of our cultural tendency to split the psychic domain from the social realm—to favor approaches that emphasize individual psychopathology over ones that view the individual and community as inextricably linked and mutually constitutive (Layton, 2020). Models for assessment often unconsciously favor frameworks for understanding individuals' symptoms as opposed to approaches that view symptoms as expressing the needs and troubles of both the individual and the community. We propose that the dialectical relationship between individual and community is the nexus from which we can understand the impact of family and community distress on individual psychopathology in ways that could culminate in a violent incident. We will explore how, in the context of Cohen's policy proposals and Rappaport's case study, a community psychoanalytic model can mobilize different interventions and resources.

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Effectiveness of Restorative Justice in US K-12 Schools: a Review of Quantitative Research

Cited by 60 publications

References 32 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

Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap

The child in the school, the school in the community, and the community in the child: Linking psychic and social domains in school violence prevention

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