Restorative Justice: A Qualitative Analysis of School Security Perspectives

• In Event: Leadership From the Margins: Pushing the Contextual Boundaries of Social Justice Scholarship, Policy, and Practice

Abstract

School security serve as gatekeepers for the school-to prison pipeline. This study includes the perspectives of School Resource Officers (SROs) and School Security Personnel (SSPs) during a professional development training on restorative-problem solving. A qualitative phenomenological methodology was used to analyze responses to training logs from SROs and SSPs (n = 99) to understand how school security staff are currently using restorative justice, how they can use these practices, and any variations in perspectives towards restorative justice. Results suggest both SROs and SSPs are aware of restorative practices and are using them in some capacity in their roles. However, additional training is needed to ensure that practices are being used consistently and effectively across positions and schools.

Authors

• Luz Robinson, University of North Carolina - Chapel Hill

• Ashley Woolweaver, University of North Carolina - Chapel Hill

• Dorothy L. Espelage, University of North Carolina at Chapel Hill