Centering Student Perspectives in Restorative Practices

• In Event: Restorative Justice, Black Geographies, and Voice: Reframing School Discipline as a Fight for Human Rights

Abstract

Restorative Practices (RP) are increasingly used in U.S. pre-K–12 schools, yet student perspectives on this shift remain understudied. This qualitative study centers student voices at Riverdale High School through interviews with 13 alumni who experienced the school’s transition from punitive discipline to RP. Using the Social Discipline Window (SDW) framework, findings reveal four types of school climates: punitive “To,” neglectful “Not,” permissive “For,” and restorative “With” sites. Some students, however, reported harmful experiences not captured by the SDW, prompting the proposal of an additional category—“Against” sites—where adults inflicted harm. The study highlights the need to elevate student voices in RP implementation and ensure students are central in shaping disciplinary approaches.

Author

• Laura Fittz Parks, Fort Lewis College