Restorative Schools: A Consultation Case Study for Moving from Theory to Practice

ABSTRACT

The current case study examines the process and components of a multi-site school-wide restorative justice (SWRJ) implementation program. Using Participatory Action Research (PAR) methodology and the Outcome Logic Model (OLM), the authors describe results from a collaborative program evaluation conducted by university researchers and external specialists implementing SWRJ in five middle schools. OLM results include operational definitions and analyses of the program’s implementation resources, activities, outputs, and outcomes, as well as findings surrounding gaps in practice and outcome monitoring. Key learnings from this case study included the importance of administrator buy-in, focused implementation teams, strong professional development systems, and the utility of systematic program mapping frameworks like OLMs. Identified challenges included leadership turnover in schools, overreliance on individual RJ specialists for implementation, and an imbalance of activities across the tiers. Implications and recommendations for organizational consultants, educational leaders, and school-based restorative justice scholars are discussed.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Annmary S. Abdou

Annmary S. Abdou is an Assistant Professor in counseling and school psychology, a Licensed Educational Psychologist, and a Nationally Certified School Psychologist. Dr. Abdou currently serves as an instructor and mentor for the counseling and school psychology programs at Chapman University and teaches school psychology fieldwork, educational leadership, and social justice courses. Her research focuses on restorative justice implementation in schools, sustainable systems change, and peace leadership in education.

John Brady

John Brady, PhD, is an emeritus professor of school counseling and school psychology in the Attallah College of Educational Studies at Chapman University. Prior to teaching at the university, he served for twenty-seven years as a school psychologist, special education administrator and a counselor in private practice. Dr. Brady’s interests lie in the development of collaborative problem-solving skills for school consultants.

Amy Jane Griffiths

Amy Jane Griffiths, Ph.D., NCSP, is a licensed clinical psychologist (PSY 24536) and a Nationally Certified School Psychologist. Dr. Griffiths came to Chapman University after working as the director of multiple clinical and non-public school programs. She is an Assistant Professor at Chapman University in the Attallah College of Educational Studies. Her translational research focuses on how we can help prepare children from underserved populations for connected, engaged, and meaningful adult lives.

Alec Burrola

Alec W. Burrola is a Nationally Certified School Psychologist and Associate Professional Clinical Counselor. Alec conducts psychoeducational evaluations and provides educationally-related mental health services to high school students as a school psychologist for the Twin Rivers Unified School District. Alec's professional and research interests include school-based mental health support, restorative justice, and culturally-responsive assessment practices.

julie vue

julie vue, MA.Ed. is a grassroots organizer, education leader, and philanthropy professional. julie currently serves as a Program Officer at a community foundation and is a Fellow with the California Education Policy Fellowship Program, a joint venture of the Education Insights Center and the Center for California Studies. They oversee portfolios on racial equity, education, transformative community engagement and inclusive economic development. Their research interests include just policymaking, education systems change, and the intersection of education, housing and neighborhood development.