Centering Student Voices in Understanding Restorative Practices Implementation

• In Event: New Insights on Restorative and Trauma-Centered Approaches

Abstract

While research has measured the efficacy of Restorative Practices (RP) through disciplinary data and educator interviews, fewer studies center student experiences with RP. Using Restorative Practices and the Social Discipline Window as a conceptual framework (Glaser, 1964; Braithwaite, 1989; Wachtel, 2005), this study explores Riverdale alumni experiences with discipline and punishment at RHS. From analyzing thirteen semi-structured interviews, I examine how students talk about their experiences of punishment as “not,” “to,” and “for” sites, and their experiences with restorative discipline as “with” sites. Additionally, I offer an Emerging Social Discipline Window to closely represent alumni student stories about adults doing things “against” and “around” them. Implications include the need to center student voices and consider an Emerging Social Discipline Window.

Author

• Laura Fittz Parks, Vanderbilt University
  Presenting Author