Relationships of control and relationships of engagement: how educator intentions intersect with student experiences of restorative justice

Reimer, Kristin

doi:10.1080/17400201.2018.1472070

Cited by 26 publications

(13 citation statements)

References 23 publications

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“…That is, despite reporting that confrontation would be preferable to retaliation, they did not often report that victims would use this approach, and they endorsed confrontation less often than the involvement of authorities. In line with this finding, Reimer (2019) suggested that an overreliance on teachers' support to address peer conflicts may reflect students' lack of confidence in their ability to solve conflicts constructively by themselves. This concern was also evident in adolescents' responses as they noted that confronting aggressors might escalate into retaliation.…”

Section: Discussionmentioning

confidence: 95%

Adolescents' Retributive and Restorative Orientations in Response to Intergroup Harms in Schools

Conto¹,

Restrepo²,

Recchia³

et al. 2022

J of Research on Adolesc

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This mixed‐methods study examined how adolescents understand and evaluate different ways to address intergroup harms in schools. In individual interviews, 77 adolescents (M age = 16.49 years; 39 girls, 38 boys) in Bogotá, Colombia, responded to hypothetical vignettes wherein a rival group at school engaged in a transgression against their group. Adolescents reported that students who were harmed should and would talk to school authorities, but also noted they would likely retaliate. In terms of teacher‐sanctioned responses to harm, youth endorsed compensation most strongly, followed by apologies, and rated suspension least positively. Youths' explanations for their endorsement of different disciplinary practices reflected varied concerns, including their perceptions of how justice is best achieved and how restoration could be attained.

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Section: Discussionmentioning

confidence: 95%

Adolescents' Retributive and Restorative Orientations in Response to Intergroup Harms in Schools

Conto¹,

Restrepo²,

Recchia³

et al. 2022

J of Research on Adolesc

View full text Add to dashboard Cite

show abstract

“…This situation of inequitable and disproportionate exclusionary discipline also occurs in disabled students and in students with a different sexual orientation, who are suspended or sanctioned more often than other students [10]- [13]. In addition, the research identifies that many schools adopt dictatorial approaches with rules or treatments for managing discipline, establishing punitive sanctioning measures when the student develops a bad behavior; in this sense, in conflict situations, schools without RP act by pointing out the guilty party and punishing without repairing the damage [14]- [19].…”

Section: Introductionmentioning

confidence: 99%

School restorative justice, restorative discipline rather than punishment: a systematic review

Cantera-Rios,

Zegarra-Salazar,

Mendez-Vergaray

et al. 2024

IJERE

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<span lang="EN-US">Restorative justice has become another alternative to do justice in society and its application is spreading outside the criminal field, although there are currently global proposals to apply it as restorative practices in the educational field with interesting results in relationships of coexistence, discipline, and confronting school violence, which impacts on the learning outcomes of students. The objective of this paper is to analyze the conditions of school discipline before the implementation of restorative practice strategies and the impact of their application as an alternative of damage restoration rather than punishment. The PRISMA methodology and the consultations of “Justice AND Restorative AND School” were carried out; also “Practices AND Restorative AND Students”; “Practices AND Restorative AND Violence”; “Justice AND Practices AND Restorative”, 30 articles published in Scopus and EBSCO carried out between 2018-2022 were considered. The studies showed significant benefits in the improvement of school discipline, reduction of suspensions, increased communication, respect, trust between students and teachers, among others; In this regard, the evidence continues to be limited and new studies are needed.</span>

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“…Restorative approaches in schools involve pocket restorative approaches and Whole School Restorative Approaches (WSRA) [12]. While pocket school restorative approaches are implemented to deal with conflicts by means of responsive restorative practices such as mediation, restorative circles, or conferencing, WSRA go further and aim to promote a more inclusive and beneficial school culture [13,14] that involves a reorientation of the management of relationships and conflicts and considers and validates the whole school community's experiences and needs [15,16]. They are in line with the positive youth development framework since they promote the relationship of all school community actors and address the interaction of individual motivation, attitudes, and behaviors, as well as social interaction, curriculum, pedagogical practices, neighborhood contexts, and educational systems [17,18].…”

Section: Introductionmentioning

confidence: 99%

Implementation of Whole School Restorative Approaches to Promote Positive Youth Development: Review of Relevant Literature and Practice Guidelines

et al. 2022

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Positive youth development highlights the promotion of skills through engaging and caring settings and building opportunities for bidirectional and constructive relationships. Whole School Restorative Approaches (WSRA) promote school community relationships and social and emotional skills which are core components for positive youth development. To our knowledge, the literature reviews on the implementation of restorative practice approaches in schools do not focus specifically on WSRA and are not comprehensive. This study carries out a systematic review of the empirical evidence on the effectiveness of WSRA and develops some evidence-based practice guidelines on their effects. Thirteen studies met the inclusion criteria and we developed 10 evidence-based practice guidelines on the implementation of WSRA. There were many studies with WSRA showing positive results related to improving social and emotional skills and behavior. The highest level of scientific evidence is for secondary education where two WSRA are recommended. Although our review suggests that more rigorous methodological research is necessary, it also points out that the evidence available on WSRA implementation is encouraging. They could be used through all educational stages to deal with diversity and inclusion while promoting a school culture of peace based on the positive management of relationships and conflicts.

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Relationships of control and relationships of engagement: how educator intentions intersect with student experiences of restorative justice

Cited by 26 publications

References 23 publications

Adolescents' Retributive and Restorative Orientations in Response to Intergroup Harms in Schools

Adolescents' Retributive and Restorative Orientations in Response to Intergroup Harms in Schools

School restorative justice, restorative discipline rather than punishment: a systematic review

Implementation of Whole School Restorative Approaches to Promote Positive Youth Development: Review of Relevant Literature and Practice Guidelines

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