Shifting from Zero Tolerance to Restorative Justice in Schools

Teasley, Martell L.

doi:10.1093/cs/cdu016

Cited by 38 publications

(28 citation statements)

References 1 publication

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“…In a 1991 quantitative study exploring school counselors' involvement in the discipline process, only 19% of the 300 participants reported a conflict between their role as school counselors and as a disciplinarian, compared to 38% of participants who wanted an increased role in disciplinary matters (Stickel, Satchwell, & Meyer, 1991). Almost 30 years later, the evolution of the school counseling role continues with the introduction of a less punitive approach to disciplinary practices in the schools: restorative justice (L. C. Smith et al, 2018;Teasley, 2014). Teasley (2014) described restorative justice as "based on the development of a value set that includes building and strengthening relationships, showing respect, and taking responsibility" (p. 132).…”

Section: School Counselor Role Ambiguitymentioning

confidence: 99%

The Experiences of School Counselors as Antibullying Specialists: A Phenomenological Study

Hannon

Sheely-Moore

Conklin

et al. 2018

Professional School Counseling

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To learn about school counselors’ experiences in being assigned as their school’s antibullying specialist (ABS), per state legislation, we interviewed six school counselors and analyzed their responses using interpretative phenomenological design. The participants’ responses reflected three overarching themes describing their ABS experience: negotiating different bullying definitions, the “dumping ground” position, and inherent with role conflicts. We present implications for school counseling practice and recommendations for school counseling research.

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Section: School Counselor Role Ambiguitymentioning

confidence: 99%

The Experiences of School Counselors as Antibullying Specialists: A Phenomenological Study

Hannon

Sheely-Moore

Conklin

et al. 2018

Professional School Counseling

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“…Research has highlighted that the adoption of such practices can in fact result in legal sanctions for youth who in the past would have received less severe, nonlegal punishments (Curtis 2014; Heitzeg 2009; Mallett 2016b; Skiba, Arrendondo, and Williams 2014). Some of these punitive trends have abated in recent years, perhaps in response to declines in juvenile crime rates and as schools and policymakers have come to recognize the potential harms of zero-tolerance policies (Martinez, 2010; Merlo and Benekos 2016; Teasley, 2014). Several questions about the influence of the punitive-oriented approaches that continue to be used, however, remain unanswered.…”

mentioning

confidence: 99%

Education versus Punishment? Silo Effects and the School-to-prison Pipeline

Brown

Mears

Collier

et al. 2020

Journal of Research in Crime and Delinquency

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Objectives: This article examines the influence of social context on punishment decisions. To this end, we present a theoretical framework to identify outcomes that can occur when police and probation officers work in schools. Method: The proposed framework draws on organizational theory as well as scholarship on school discipline and punishment and the effects of placing officers in schools. It also draws from insights gathered from site visits, interviews, and focus groups conducted as part of a process evaluation of a school-based delinquency prevention program. We then present data from interviews and focus groups with 41 school-based safety staff to examine the plausibility of the hypothesized framework. Results: We find that officers’ goals interact with the goals of school-based actors to influence punishment-related outcomes. We also find that officers are not always the more punitive force in the schools and that placing officers in schools may have positive as well as negative effects for youth. Conclusions: The findings suggest that current accounts of officers in schools are incomplete. Dynamic interactions may occur within organizational partnerships and should be considered when seeking to understand punishment decisions not only in schools but also in other settings.

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“…Restorative justice, which originated in the field of criminal justice, is an evidenced-based approach to disciplining students, repairing harm, and rebuilding relationships, while reducing punitive consequences (González, 2014;Payne & Welch, 2013;Teasley, 2014). Restorative justice practices may be especially beneficial in reforming school discipline and reducing the disparities that disproportionally impact students of color and likely those with high levels of HSD.…”

Section: Recommendations For Practitionersmentioning

confidence: 99%

Dissonance Between Home and School: Does it Exist and How Should it be Measured?

Henderson¹

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This study seeks to provide insight into the measurement of home-school dissonance (HSD), or conflict between values, beliefs, and behavioral expectations at home and school that make it difficult for students to negotiate the boundaries between the two contexts (Arunkumar, Midgley, & Urdan, 1999). HSD may be an oftenoverlooked contributor to the achievement and discipline gaps that exist between White students and many students of color. To date, studies using the only quantitative measure of HSD, the "Dissonance Between Home and School (DBHS)" scale have found no differences in levels of HSD between Black and White students (Arunkumar et al., 1999) nor have they included racial ethnic groups other than Black and White. This study sought to interrogate the scale to determine why the expected differences might not be occurring, and to gain additional insight into HSD from the perspective of early adolescent students, and their parents and teachers.Mixed-methods, including cognitive interviews, semi-structured interviews, and surveys, were used to learn more about the DBHS scale and the broader landscape of HSD. Middle school students (n=6), their parents (n=6) and teachers from their school (n=5) participated in semi-structured interviews. Data from the literature as well as the interview data were used to propose a pilot 10-item HSD scale, which was administered to 238 students in three middle schools. The pilot items were all examined individually (i.e., descriptive statistics and mean differences across groups) and then an exploratory factor analysis (EFA) was run to determine if the items measured the latent construct, HSD. DISSONANCE BETWEEN HOME AND SCHOOLQualitative findings suggest that students, parents, and teachers discuss HSD differently. Students say that differences between home and school do not bother them, while teachers make assumptions and generalizations as they classify students into groups with low, medium, and high levels of HSD. Parents talked less in terms of HSD, but more about their experiences and satisfaction with school officials. The parents of two Black boys were particularly dissatisfied with their sons' schooling and felt that race and stereotypes towards their group impacted their sons at school.The quantitative findings showed few significant differences across racial groups; however, students who received free or reduced-price lunch had higher mean scores on all pilot HSD items. This is particularly important since there was an overrepresentation of students of color in the free or reduced-price lunch group. A five-factor scale, which was identified in the EFA, was invariant for students across broad racial categories (e.g., White/non-White) and for students who did and did not report receiving free or reducedprice lunch, suggesting the items were assessing the same construct in both groups.Findings from this study demonstrate the need to better define and measure HSD and to examine intersectionality across race and social class. Additionally, there continues to be a ...

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Shifting from Zero Tolerance to Restorative Justice in Schools

Cited by 38 publications

References 1 publication

The Experiences of School Counselors as Antibullying Specialists: A Phenomenological Study

The Experiences of School Counselors as Antibullying Specialists: A Phenomenological Study

Education versus Punishment? Silo Effects and the School-to-prison Pipeline

Dissonance Between Home and School: Does it Exist and How Should it be Measured?

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