Identifying Barriers to Teacher Restorative Practice Implementation

• In Event: Restoration, Liberation, and Antiracism With Preservice Teachers

Abstract

This qualitative study investigates barriers to restorative practice (RP) implementation in classrooms and explores methods teachers use to overcome these challenges. Nineteen elementary school teachers from a Midwestern U.S. district participated in interviews, surveys, and observations during the 2023-2024 school year. Based on nine teacher interviews, preliminary findings identified key barriers, including classroom management and teacher emotional regulation. Teachers suggested strategies including establishing structures, seeking outside support, and using cool-down strategies to manage emotions. This proposal highlights the importance of addressing teacher emotional regulation in RP training, an often overlooked area, and suggests future research on the effectiveness of various emotional regulation strategies for improving RP fidelity.

Authors

• Tina Ahmadi, Ball State University

• Serena J. Salloum, Ball State University