Restorative Practices for Empowerment: A Social Work Lens

Abstract

Studies demonstrate that preventive practices, including restorative practices and social and emotional learning, reduce the need for suspension. However, emerging findings suggest that preventive practices perpetuate the same rates of racial disproportionality in suspension as traditional disciplinary codes; evidence of persistent racial disproportionality appears in research on restorative practices. The purpose of this study was to examine, through interviews with teachers and students, the successes and challenges of implementing community-building circles with attention to equity and inclusion. Authors found that both teachers and students experience these practices as transformative when enough trust is established to share openly; however, more training is necessary for this to be consistent across schools and classrooms. Considering the lack of discussion of implicit bias and cultural responsiveness embedded in the restorative practice trainings these teachers received, authors argue that social work professionals and concepts—namely, empowerment theory—can support teacher training and implementation of community-building circles.

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.…”

“…Eight studies [ 27 , 37 , 38 , 40 , 41 , 44 , 47 , 50 ] highlighted how restorative practices and even more the restorative approach to the whole school, by building positive interpersonal relationships, can contribute to lowering the level of racial, cultural, gender, and socioeconomic status inequality and exclusion, facilitating positive relationships between students and between students and teachers regardless of the “diversity of the other”. Therefore, from these studies, it emerged that implementation of the restorative approach to the whole school promotes school connection by supporting the development of fair, solid, and trusting relationships and development of the ability to recognize the experience and reality of marginalized student groups: this represents an important protective factor for the most vulnerable, rejected, excluded, marginalized students.…”

From Zero Tolerance Policies to Restorative Practices

“…Additionally, parents, teachers, students, and community partners must be thoroughly and consistently trained and supported if they are to "buy in" and adopt the premise that discipline can occur effectively in nonpunitive ways (Mayworm et al 2016). To effectively train teachers to implement RJ, Lustick et al (2020) recommended: "(a) explicit modeling of and instruction in social and emotional skills, (b) professional development strategies that include ongoing support for circle facilitation, (c) effective awareness of trauma and how to address it, and (d) anti-bias work using empowerment theory" (p. 94). Also, the International Institute for Restorative Practices (2017) recommended that schools implement preventive practices among teachers and administrators for at least a year before starting RJ practices with students.…”