Twelve Indicators of Restorative Practices Implementation: A Framework for Educational Leaders

ABSTRACT

Across the United States, schools are implementing Restorative Practices (RP) to improve school climate and address disparities in discipline. The scope of such RP initiatives can remain ambiguous to school leaders. Given the need for greater clarity about RP initiatives, the current study sought to identify the varying components of RP implementation for building infrastructure, strengthening staff and student capacity, and enacting multi-tiered supports. The current qualitative study draws on interview data with 18 school-based RP practitioners and principals from a large urban district in the Northeast. We used grounded theory to analyze the semi-structured interviews. Qualitative coding and analysis resulted in the development of 12 indicators of RP implementation. The 12 indicators offer a novel, practice-based guide for system-level consultation with a comprehensive approach to schoolwide buy-in, staff training, discipline policy reform, and equity and social justice.

Acknowledgments

The research was supported by grants from the Brooklyn Community Foundation and the U.S. Department of Education’s Office of Innovation and Improvement (grant # U411C160035). The views in this article do not necessarily reflect policies or recommendations of the funding agencies. The authors are grateful to the RP leaders, including principals, coordinators, and staff developers, who participated in this study.

Disclosure statement

No conflict of interest.

Additional information

Funding

This work was supported by the Brooklyn Community Foundation [1]; United States Department of Education [U411C160035].

Notes on contributors

Anne Gregory

Anne Gregory, Ph.D., is a professor in the Graduate School of Applied and Professional Psychology at Rutgers University. Dr. Gregory is a researcher in the area of racial and gender disparities in discipline and is currently examining schoolwide restorative practices and equity-oriented social and emotional learning. She has authored over 50 peer-reviewed journal articles and numerous book chapters.

Allison Rae Ward-Seidel

Allison Rae Ward-Seidel is a Research Project Director of a federally-funded experimental trial of a whole school restorative practices and racial equity project. She is a former teacher and currently studying restorative practices in education as a mechanism to improve school climate and address inequity in school discipline.

Kayla V. Carter

Kayla V. Carter is a graduate student in the Graduate School of Applied and Professional Psychology at Rutgers University. Her research is focused on improving equitable practices in schools through systemic interventions, such as social emotional learning and restorative practices.