The Just Discipline Project: Relational and Positive Youth Development in First-Year Pilot

• In Event: Crises and Corruption: Navigating the Conditions of School Culture and Climate

Abstract

The purpose of this study was to understand the ways in which teachers experienced the first year of a school-university partnered restorative-practices initiative. This paper draws on Relational-Cultural Theory and Relational Developmental Systems Theory to highlight the significance of positive relationships to development. Data was collected through 10 interviews with teachers at the pilot site, which was an urban intermediate school. Findings demonstrate that 3 school wide programmatic elements made a positive impact on the relational and behavioral climate at the school: 1) community circles; 2) a full-time restorative practices coordinator; and 3) student leadership programming. Critical to improving outcomes in under-resourced schools, strengthening relational bonds has potential to promote student healing from relational trauma, and promotes positive development.

Authors

• Shanté Stuart McQueen, Portland State University

• James P. Huguley, University of Pittsburgh

• Rachelle Haynik, University of Pittsburgh

• Maya Williams, Washington University in St. Louis