The Potential of Restorative Practices to Ameliorate Discipline Gaps: The Story of One High School’s Leadership Team

Mansfield, Katherine Cumings; Fowler, Beth; Rainbolt, Stacey

doi:10.1177/0013161x17751178

Cited by 48 publications

(48 citation statements)

References 14 publications

(27 reference statements)

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“…While prior research suggests the potential for restorative justice practices to reduce the overall use of exclusionary practices as well as decrease racial disparitie in the use of these practices (Mansfield et al, 2018), other recent work finds that there may be negative unintended consequences of restorative practices as well (Augustine et al, 2018). Consequently, our finding that restorative practices applied to an average of 7.86 more infractions postreform is interesting.…”

Section: Discussionmentioning

confidence: 99%

Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct

Curran

Finch

2020

Educational Administration Quarterly

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Purpose: Over the past decade, increasing attention to the negative impacts of exclusionary discipline and disparities therein has led many state educational leaders to enact school discipline reforms. This study examined the response by school district leadership to a state’s revision of guidelines for student codes of conduct. Data: This study leveraged longitudinal data on school district codes of conduct from the 2013–2014 to 2015–2016 school years across the state of Maryland. Codes of conduct were coded in an iterative fashion according to a common set of infraction–response combinations. Research Design: Using a pre–post analytic design, this study examined changes in districts’ codified infractions, responses to infractions, and the overall tier of response. Furthermore, the study compared alignment between state guidelines and district codes of conduct while exploring variation in codified discipline across districts. Findings: Findings suggest that leaders in districts increased the number of response options available for most types of infractions, with the largest increases occurring for more serious infractions. While these increases tended to be driven by increases in the codification of less exclusionary responses, there were nevertheless sizeable increases in the availability of in-school suspension and removal/intervention. In almost all cases, school districts reported distributions of response options that were at a higher tier level than that recommended by the state. Conclusions: Findings are discussed in the context of current efforts to reform school discipline and the implications of such reform for implementation by district and school leadership.

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Section: Discussionmentioning

confidence: 99%

Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct

Curran

Finch

2020

Educational Administration Quarterly

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“…Many returning youth, however, do not have these relationships, and so research is needed on the ways in which practices, policies, and programs can support their formation. Future work also can build on research examining social workers (Goldkind, 2011) and school leaders (DeMatthews et al, 2017; Mansfield et al, 2018), with a focus on their beliefs, attitudes, and practices relating to school reentry.…”

Section: Defining a Research Agendamentioning

confidence: 99%

“…We look to existing research on school-based systems of support to offer recommendations for future research. For example, behavioral support systems, such as positive behavioral interventions and supports (Gage et al, 2019; Solomon et al, 2012) and restorative discipline (e.g., Gregory et al, 2016; Mansfield et al, 2018), hold much promise for interrupting the STPP and likely will be important to our understanding of how best to help students with school reentry. As such, this is an area ripe for close collaboration with practitioners so that we can design, test, and study school-based interventions aimed at creating systems of support for returning youth.…”

Section: Defining a Research Agendamentioning

confidence: 99%

A Researcher–Practitioner Agenda for Studying and Supporting Youth Reentering School After Involvement in the Juvenile Justice System

Rangel

Hein

Rotramel³

et al. 2020

Educational Researcher

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Across the United States, the rapid spread of “zero-tolerance” policies has generated a pipeline of youth from schools into prisons. Once youth reenter their community and home school, they often struggle to reintegrate. There is relatively little research about school reentry for juvenile justice–involved youth, and yet these students are at risk of low academic achievement, dropping out of school, and recidivism. We propose a conceptual framework for understanding the school reentry process, and then we use that framework to review existing research and suggests areas for future research. We discuss the areas where we found some research and those where we found little to no research. We suggest areas for future research and collaboration with practitioners.

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“…Consequently, some teachers and families expressed concern about restorative justice and its overall impact on the school. Prior research suggests that principals need to be mindful of context and how their actions might be interpreted when implementing reforms associated with addressing inequities, such as racial discipline gaps (DeMatthews et al, 2017; Irby, 2018; Lustick, 2017; Mansfield et al, 2018; Wadhwa, 2015).…”

Section: Teaching Notesmentioning

confidence: 99%

Implementing Restorative Justice in an Urban Elementary School: A Principal’s Commitment and Experiences Eliminating Exclusionary Discipline

Farr

Gandomi

DeMatthews

2020

Journal of Cases in Educational Leadership

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Principals play a critical role in creating safe, inclusive, and equitable schools. Unfortunately, many schools maintain a legacy of exclusionary discipline and racial bias. In such contexts, principals can work collaboratively with school personnel and community members to interrogate existing policies, practices, and outcomes to inform subsequent school improvement efforts. In this case, a principal in an urban school district situated within a gentrifying school–community identifies her school’s legacy of racial bias and works to enact restorative justice. However, the principal confronts challenges and resistance during the implementation process.

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The Potential of Restorative Practices to Ameliorate Discipline Gaps: The Story of One High School’s Leadership Team

Abstract: The purpose of this "From the Field" article is to share the tentative results of communityengaged research investigating the impact of Restorative Justice Discipline Practices on persistent discipline gaps in terms of race, gender, and special education identification.

Cited by 48 publications

References 14 publications

Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct

Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct

A Researcher–Practitioner Agenda for Studying and Supporting Youth Reentering School After Involvement in the Juvenile Justice System

Implementing Restorative Justice in an Urban Elementary School: A Principal’s Commitment and Experiences Eliminating Exclusionary Discipline

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