The Emerging Promise of Restorative Practices to Reduce Discipline Disparities Affecting Youth with Disabilities and Youth of Color: Addressing Access and Equity

Abstract

In this article, Kervick and colleagues posit that restorative practices (RP) implementation promises to mitigate educational inequities resulting from discipline disparities for youth with disabilities and youth of color. Recent efforts to reduce these disparities have emphasized more relational approaches to behavioral change. Kervick et al. argue that nonpunitive restorative approaches promise to mitigate discipline disparities for racialized youth and youth with disabilities within a schoolwide multitiered systems of support framework only if implemented with an emphasis on educational access and equity. They offer practical tools and strategies to support teachers with implementation of inclusive, accessible, and equitable Tier 1 restorative circles.

The Mental Health Impacts of COVID-19 on PK–12 Students: A Systematic Review of Emerging Literature

“…Programs such as Positive Behavioral Interventions and Supports (Bal et al, 2012), restorative practices (Gregory et al, 2016), and trauma-informed care (Azeem et al, 2011) that help reduce exclusionary discipline (particularly for low-income students of color; Siegel-Hawley et al, 2019) could also prove useful in providing mental health support to students who have experienced renewed or compounding trauma during the pandemic. For example, restorative practices often focus on community building and emotional check-ins as a Tier 1 support for all students (Kervick et al, 2019). These strategies could prove advantageous in meeting the unique mental health needs of students during and after COVID-19.…”

Impact of Mediator Mentors Service-Learning on College Student Social-Emotional Expertise and Cultural Competence

“…Peace circles are a way to resolve conflict and eliminate the need for zero-tolerance policies and allow for multiple viewpoints and perspectives during the conflict mediation and social-emotional learning processes (Estes, 2017). The primary goal of peace circles is to mitigate barriers and stereotypes through the facilitation of honest dialogue to restore relationships (Kervick et al, 2019). Peace circles provide a safe space for the mentor and the school-aged mentee to expand their social-emotional intelligence and cultural competencies through mediation and ongoing facilitated dialogue (Greenberg et al, 2003).…”

“…Peace circles are defined as a restorative practice derived as an alternative to zero-tolerance policies which were in effect in schools across the country (Kervick et al, 2019). As a result of implementing this restorative talk approach, schools have looked into effective ways of adopting such practices.…”

Improving Relationships and Student Outcomes Through Restorative Practices

“…Students are accountable for their behavior, because they are empowered to make amends or reparation for the harm they caused to others (Goldys, 2016; Walsh, 2015). When used in tandem with a social-emotional learning curriculum, this approach allows educators to develop students’ social skills while addressing the effects of exclusionary disciplinary practices that disproportionately affect marginalized students (Hulvershorn & Mulholland, 2018; Kervick et al, 2019).…”

“…Table 1 presents suggested supports that some students with EBD may need to participate in the circle process. Sample supports include visual reminders of circle expectations, fidgets, and a menu of options (Kervick et al, 2019).…”