Enabling Conditions for Implementing Restorative Practices in Urban Middle Schools Toward Reducing Disproportionate Disciplinary Rates

• In Event: Innovative Approaches to Addressing Equity

Abstract

This study investigates the enabling conditions for implementing Restorative Practices (RP) at four urban middle school campuses in the context of a district-imposed initiative. Qualitative methods, specifically participant observations and interviews, were used to explore factors that positively influence the implementation process. Data were collected from four Restorative Practice Associates (RPAs) on their respective middle school campuses and at implementation team meetings across 5 months during the 2019-2020 school year. Preliminary results suggest that emotional intelligence on the part of the RPA implementers and structural supports on campus and within the implementation team enable the implementers to carry on the work of changing campus mindsets toward incorporating a school-wide RP approach to reducing disproportionate discipline rates.

Authors

• Lorna Hermosura, The University of Texas at Austin

• Molly T. Wiebe, The University of Texas at Austin

• Melissa Ibarra, The University of Texas at Austin

• Clarence Jones, Austin Independent School District

• Mariana Montejano, Austin Independent School District

• Veronica Silva, Austin Independent School District

• Diana Trimino, Austin Independent School District