A Critical Policy Implementation Exploration of 2LGBTQIA+ Grades 3–12 Youth Experiences With District-Wide Restorative Practices

• In Event: Policies and Practices to Promote Mental Health in Schools

Abstract

This article will report on a Community Based Participatory Research (CBPR) University/District partnership that is currently evaluating implementation of restorative practices (RP) as a means to improve school climate, reduce exclusionary disparities and address achievement disparities across a school district. Missing from the extant literature on RP implementation are quantitative studies that specifically focus on RP related outcomes or experiences for 2LGBTQIA+ students. Rooted in the Transformative paradigm (Mertens, 2017) and Critical Trans Pedagogy (Keenan, 2017) our proposed article will utilize Critical Policy Analysis (Diem & Young, 2015) and QuantCrit methodology to fill the neglected empirical gap on the experiences of 2LGBTQIA+ students within a RP school district by examining differences in RP policy rhetoric and enacted realities.

Authors

• Lance C. Smith, University of Vermont
  Presenting Author

• Bernice R. Garnett, University of Vermont
  Presenting Author

• Amanda J. Davis Simpfenderfer, College of William & Mary
  Presenting Author

• Mika Moore, Burlington School District
  Presenting Author