Race, Resources, and Restoration: Teacher Perspectives on Adequate Supports for Effective and Equitable Restorative Practices

• In Event: Collaborative Agency in School Turnaround: Voice, Partnership, and Equity in Action

Abstract

While the extant literature liberally examines the effects restorative practices have on school performance, few studies have explored teacher perspectives on restorative implementation in schools staffed with full-time on site restorative practitioners. The current study sought to highlight teacher perspectives and experiences in relation to first year restorative programming and implementation across six such schools. Findings indicate several key themes relevant to successful and equitable restorative practice implementation, including (1) the role and value of full time restorative practice coordinators; (2) program impacts at the teacher and student levels; and (3) the potential need to couple race conscious restorative efforts with intensive and focused racial equity trainings. Implications for school improvement are discussed.

Authors

• Bianca De Bellis, University of Pittsburgh

• James P. Huguley, University of Pittsburgh

• Monica A Henderson, University of Pittsburgh

• Rachelle H Haynik, University of Pittsburgh

• Christopher T. Thyberg, Augsburg University