"Good Thing" or "Complete Waste of Time"? High School Teachers' Perceptions of Restorative Discipline Practices

• In Event: Marriott Roundtable Session 12
  In Roundtable Session: "It 'Works,' but Will It Work for Me?" Supporting Teachers' Restorative Practice

Abstract

Purpose
Disproportionality in school discipline is a serious and ongoing problem (DeMatthews, et al., 2017; Irby, 2018). Some schools are experimenting with alternative models to address persistent inequities. The purpose of this paper is to share the results of one high school’s adoption of restorative practices with a focus on teachers’ perceptions of their experiences and the efficacy of the program.

Theory, Methods, and Data Sources
We came to the research setting as a part of a community-based research partnership with a school district in the mid-Atlantic states. We used an appreciative inquiry perspective. That is, instead of focusing on problems, participants in an appreciative inquiry work to identify strengths of a program and what is working well. Then, participants are asked to distinguish those elements that will most enhance the program. As a result of this discussion, tools and resources needed to make those enhancements are identified. Lastly, needed changes are implemented and the effects of the change are monitored (Mertens & Wilson, 2012). Figure 1 below borrowed from Svensson & Wikmalm (2009):



In addition to approaching the work with a strength-based perspective, we crafted the project as a mixed-methods case study of the program that included: analyzing the quantitative data around discipline and crime statistics that are reported to the state; interviewing school and district administrators; surveying teachers, observing program implementation efforts at the school, and; conducting focus groups with students.

Results
During the discovery process, almost all teachers attested to restorative practices’ efficacy. For example, one teacher expressed,
Having taught at [Algonquin] for 9 years, I see restorative practices have been helpful to both teachers and students. For teachers, it has been an effective tool for those who are not natural relationship-builders. For many students, it has become an important tool to keep them in the classroom where they belong and not in ISD or OSS. I notice a better, more congenial overall atmosphere in the school. It’s a good thing.

During the discovery process, dreams for the future also emerged. That is, teachers shared their vision for how better communication amongst stakeholders would greatly strengthen changes in school culture. For example, one teacher said, “We are rarely told when a student goes through the process with the administrative team.” This perceived lack of communication and/or follow up has important implications since it is key to bolstering efforts at improving school culture generally and implementing RP specifically (Morrison, 2005; Zimmerman, 2006). Additional details on how school leaders can successfully manage change are included in the paper.

Significance
Like the rest of the papers in this session, much of the significance of this paper lies in its emphasis on giving teachers a voice in the school change process. In addition, this paper has value for its methodological significance due to its unique use of appreciative inquiry and its steps of discovery, dream, and design. This enables the findings to add to the literature on facilitating school culture change.

Author

• Katherine Cumings Mansfield, The University of North Carolina at Greensboro