The purpose of this basic qualitative study was to gather data on the training that was provided for school staff regarding the implementation of the restorative justice program. This study also investigated elementary school administrators' perceptions after implementation of a restorative justice program and its impact on student discipline in one rural Virginia school division. In the Commonwealth of Virginia, 22% of students are African American, but they make up 54% of students who have been suspended from school for the 2018-2019 school year (VDOE, 2021).
School divisions can benefit from this qualitative study to address discipline disproportionality by implementing restorative justice practices. Findings indicated restorative justice had an impact in reducing student discipline issues and enhancing teacher-student relationships, as reported by participants. However, challenges like teacher buy-in were also identified. Considerations for successful implementation include restorative justice training for school administrators and teachers, with an emphasis on proactive practices such as classroom circles. In addition, improved communication between students and teachers was noted as a positive outcome of this restorative justice program. Elementary school administrators should provide support for restorative justice practices to strengthen teacher-student relationships. They should also gather discipline data before and after implementing these practices to assess their impact. Consistent training for all staff within a school division is crucial, and administrators should involve staff in the implementation process to foster buy-in. Findings from this study indicate more research is needed on the impact restorative justice practices has on student discipline in K-12 public schools. / Doctor of Education / The purpose of this basic qualitative study was to gather data on the training that was provided for school staff regarding the implementation of the restorative justice program. This study also investigated elementary school administrators' perceptions after implementation of a restorative justice program and its impact on student discipline in one rural Virginia school division. This qualitative study investigated the viewpoints of elementary school administrators following the implementation of a restorative justice program, examining how it influenced student discipline. Findings indicated restorative justice helped reduce student discipline issues and improved teacher-student relationships. However, challenges like teacher buy-in were also identified. To implement restorative justice practices successfully, training for administrators and staff is important, focusing on proactive practices like classroom circles. The program also led to better communication between students and teachers. School administrators should support these practices, collect and analyze discipline data, ensure consistent training for all staff, and involve them in the process to gain their support. Findings from this study indicate more research is needed on the impact restorative justice practices has on student discipline in K-12 public schools.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/116536 |
| Date | 24 October 2023 |
| Creators | Avery, Jessica |
| Contributors | Educational Leadership and Policy Studies, Brinkmann, Jodie Lynn, Price, Ted S., Cash, Carol S., Brown, Rodney J. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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