Effectiveness of Restorative Justice in US K-12 Schools: a Review of Quantitative Research
- PDF / 477,010 Bytes
- 14 Pages / 595.276 x 790.866 pts Page_size
- 75 Downloads / 535 Views
Effectiveness of Restorative Justice in US K-12 Schools: a Review of Quantitative Research Sean Darling-Hammond 1 Nancy Hurley 4
&
Trevor A. Fronius 2 & Hannah Sutherland 2 & Sarah Guckenburg 2 & Anthony Petrosino 3 &
# California Association of School Psychologists 2020
Abstract This article provides an overview of restorative justice (RJ) in US K-12 schools, discusses implementation challenges, and summarizes the most recent two decades of quantitative studies regarding the effectiveness of RJ at achieving a range of outcomes. While RJ has become increasingly popular, there is still relatively little quantitative research regarding its effectiveness. Still, available evidence suggests that RJ programs can improve school climates and reduce student misbehavior and school discipline. Results are more mixed regarding RJ’s impact on bullying, student absenteeism, and academic performance. Keywords Restorative justice . Restorative practices . K-12 schools . Quantitative research . Quantitative effects . Student misbehavior . School discipline . Bullying . Discipline disparities . Attendance . Absenteeism . School climate . School safety . Social and Emotional Learning . Academic outcomes
Restorative justice (RJ) is a broad term that encompasses an array of non-punitive, relationship-centered approaches for addressing and avoiding harm. While K-12 schools in the USA have increasingly turned to RJ as a means of improving school climate, reducing discipline and discipline disparities, and achieving other educational goals, quantitative research regarding the effectiveness of RJ in schools is nascent and has only recently grown more sophisticated. This article provides an overview of RJ in US K-12 schools, discusses implementation challenges, and summarizes the most recent two
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40688-020-00290-0) contains supplementary material, which is available to authorized users. * Sean Darling-Hammond [email protected] Trevor A. Fronius [email protected] 1
University of California, Berkeley, Goldman School of Public Policy, 2607 Hearst Ave., Berkeley, CA 94720, USA
2
WestEd, 300 Unicorn Park Drive, 5th Floor, Woburn, MA 01801, USA
3
WestEd, 1140 3rd St NE Suite 360, Washington, DC 20002, USA
4
WestEd, 9 Hawthorne Place, Unit 5L, Boston, MA 02114, USA
decades of quantitative studies regarding the effectiveness of RJ at achieving a range of outcomes.
Overview of Restorative Justice Experts generally agree that the first recorded uses of RJ occurred in the pre-modern era in the South Pacific and Americas (e.g., Zehr 2002). These cultures had an approach to conflict and social ills that emphasized the offender’s accountability for the social harm they caused, along with a plan for repairing the hurt and restoring the offender to acceptance. The emphasis on the harm done rather than the act is a widely recognized principle across the RJ literature. Perhaps the most well-known framework for understanding RJ is called
Data Loading...
