Restorative Justice in a Florida School District: Leaders Sensemaking and Sensegiving

• In Event: AERA Roundtable Session Thursday 7:45 am
  In Roundtable Session: Leadership Perspectives: Learning from Leaders' Beliefs and Sensemaking During Reform

Abstract

Aligned with AERA’s theme of “unforgetting histories,” this qualitative study explores how leaders pursued equity-centered work after bans on equity initiatives took effect. As the district removed public-facing equity content, leaders strategically emphasized moral commitments to student relationships over explicit equity language. This relational framing fostered teacher buy-in for restorative practices, enabling continued implementation despite political restrictions. However, the restorative coordinator observed ongoing racial discrimination and disproportionality in classrooms. While the relational focus proved adaptive, we highlight the limitations of de-politicized restorative justice. The study underscores the tension between navigating political constraints and maintaining equity goals, offering implications for principal preparation programs.

Authors

• Hilary Lustick, University of Massachusetts - Lowell

• Alounso A. Gilzene, Florida State University