Restorative justice practices are common practice in schools and school districts across the nation. The primary goal for schools adopting restorative practices is the reduction of exclusionary discipline through mediated conversations. The purpose of this qualitative phenomenological study was to examine the lived experiences of teachers who implemented restorative practices in their classrooms regarding classroom discipline and relationship building with students. Eight public middle school teachers were interviewed to understand their experiences in implementing restorative practices in their classrooms. The data collected from this study’s findings suggest that teachers can use restorative practices to build positive relationships with students. Additionally, teachers employed restorative practices to manage minor classroom disruptions effectively. Contrary to current research, suggesting that restorative justice reduces suspensions, teachers in this study could not identify a connection between restorative practices and reduced suspensions. Instead, teachers attributed an observed reduction in suspensions to administrative efforts rather than restorative practices.
|Commitee:||Mercurio, Mia, Jenkins, Chris|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 82/9(E), Dissertation Abstracts International|
|Subjects:||Education, Middle School education|
|Keywords:||Justice, Practices, Restorative justice, Exclusionary discipline|
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