Using Restorative Practices to Prepare Teachers to Meet the Needs of Young Adolescents

Silverman, Jamie; Mee, Molly

doi:10.3390/educsci8030131

Cited by 8 publications

(4 citation statements)

References 2 publications

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“…Most of the results indicate the effectiveness of such approaches in secondary schools in improving relationships while decreasing disciplinary measures. This is consistent with the need of school approaches to build positive rela-tionships and to resolve conflicts in a more proactive way [42]. An integrated practice guideline was prepared although its grade of recommendation suggests further research on its effectiveness.…”

Section: Discussionsupporting

confidence: 62%

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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Section: Discussionsupporting

confidence: 62%

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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“…Restorative practices are gaining credibility in schools (Silverman &Mee, 2018). The use of restorative practices come from teachers' desires to build positive classroom environments as well as relationships.…”

Section: 3restorative Practicesmentioning

confidence: 99%

Teacher Relational Competence and Behavior Management Implementation

Bringewatt¹,

Bram²,

Henry³

et al. 2020

JESP

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In order to respond productively to student disruptions, teachers must have the skills and awareness to connect with students responsively rather than reactively. Practices grounded in relationships such as social emotional learning, mindfulness, restorative, and trauma-informed practices have been shown to improve student academic engagement and behavior. They are becoming more widely known and encouraged in schools. This mixed methods study gathered data from first through third grade teachers on their relational competence and their most used behavior management practices. While survey data did not show a correlation between high teacher relational competence and usage of relationship-building practices, in-depth interviews suggested that a connection may exist.

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“…He further states that RJ can be emotionally draining and lack accountability (Morgan, 2021). RJ is also criticized because it places unfair expectations on victims/offenders due to the forceful nature of requiring individuals to interact with each other (Silverman & Mee, 2018). Additionally, Fronius, Darling…”

Section: Criticism Of Restorative Circlesmentioning

confidence: 99%

“…While the discovery regarding how passive, active, and intentional participation with RJ practices may not be a new idea within the literature on RJ, this finding can aid in presenting RJ as a valid and necessary intervention to be used in schools. Some critics of RJ state that it is objectively ineffective and only has subjective success based on individual/group circumstances (Silverman & Mee, 2018). This criticism holds some validity; yes, RJ practices can be subjective with isolated success, but this should encourage participation rather than dismiss it.…”

Section: Teaching Participants Intentionalitymentioning

confidence: 99%

Restorative justice a pathway to hope: an exploration of the impact restorative justice has on the schooling experiences of Black boys and the teachers who teach them

Guyton

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This study examined the impact Restorative Justice (RJ) practices had on black boys and the teachers who teach them school experience. The setting of this study was an urban inner city middle school, located in the Northeast region of the United States. This study examined the experiences of these two distinct groups, and ultimately how their interaction with restorative justice practices affected their day-day schooling experience. This interpretive phenomenological analysis utilized semi-structured interviews to collect data from six 8 th grade black boys and three of their teachers, all of whom have had significant documented participation with restorative justice practices. Data was analyzed by using in vivo coding and three themes emerged from the data revealing the nuances in black boys' experience with RJ and a rich understanding of how these practices benefited their schooling experiences. The first theme focuses on the differing levels of participation with RJ practices within the Kingsdale school community. It begins by discussing the passive participation from most of the school, and the active participation of the Black boys and teachers within this study. The second theme highlights the significance of restorative circles and why they have proven to be such effective means to repair the relationship between victims/offenders. The final theme describes how RJ can have a positive impact on the negative image Black boys have historically held in the K-12 school system. These findings were supported by literature on RJ, its role in the K-12 system, and its specific relation to Black boys in school, further framed by Critical Race Theory.Findings from the study suggest participation from most of a school is essential to have a wellestablished RJ program that can consistently bring success to Black boys. Black boys and teachers in this study had much success with RJ practices because they were actively and intentionally participating in them. The success of restorative circles echoed the literature in that they were the most frequently used and effective restorative intervention. Lastly, RJ made a significant positive impact on how the Black boys in this study were viewed by the school community how they viewed themselves. Contents

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Using Restorative Practices to Prepare Teachers to Meet the Needs of Young Adolescents

Cited by 8 publications

References 2 publications

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

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

Teacher Relational Competence and Behavior Management Implementation

Restorative justice a pathway to hope: an exploration of the impact restorative justice has on the schooling experiences of Black boys and the teachers who teach them

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