Date of Award
5-2019
Culminating Project Type
Starred Paper
Degree Name
Special Education: M.S.
Department
Special Education
College
School of Education
First Advisor
Bradley Kaffar
Second Advisor
Jennifer Christensen
Third Advisor
James Johnson
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Restorative Practices
Abstract
Research has indicated that behavior within the classroom has become a top priority in education. Many students lack the skills necessary to navigate the school climate in a pro-social and constructive way. As policies changed towards more punitive methods, there was an increase in the achievement gap for students at-risk. However, students are not learning new skills to impact behavioral patterns, nor are they learning academic skills to succeed when removed from the classroom. Restorative practices are an alternative to traditional discipline procedures that provide skills to negotiate conflict, allow for student voice, and create community for all students. Overall findings from the data reviewed showed that restorative practices are a viable alternative to traditional discipline procedures. Schools that had implemented programming found a change in the school climate that reflected mutual respect and concern. Students were less likely to engage in behaviors that constituted a discipline referral and staff were less likely to issue them. Furthermore, staff and students engaged in alternative means of responding to challenging behaviors that were more skill centered. Students and families felt more connected to the school environment, discipline rates dropped, and the racial disparity gap narrowed.
Recommended Citation
Raffenbeul, Nicole, "The Impact of Restorative Practices on Discipline Data and Procedures in Schools" (2019). Culminating Projects in Special Education. 73.
https://repository.stcloudstate.edu/sped_etds/73
