Restorative Justice: Positive Intentions, Unintended Consequences

• In Event: 21.062 - MTCC Roundtable Session Six
  In Roundtable Session: 21.062-6 - Restorative Justice in Schools: Rationale, Implementation, Outcomes, and Caveats

Abstract

The Dochas School District is currently implementing Restorative Justice as its main form of Positive Behavior Intervention and Support district-wide in an attempt to remedy the harmful effects of zero tolerance that have disproportionately impacted youth of color and youth with disabilities. I explored teacher understandings of Restorative Justice at one school site by examining the perspectives of teachers who are positioned as street level bureaucrats (Lipsky, 2010). Sensemaking theory (Weick, 1995) was used to uncover teacher understandings of the policy implementation process. Evidence from this study indicates three issues with implementation: (1) inadequate access to resources (2) increased demand for services and (3) vague and conflicting demands.

Author

• Kristen Williams, California State University - Los Angeles