Structural Influences on the Use of Restorative Justice in Schools

• In Event: Special Issue for Youth Violence and Juvenile Justice “School Violence and Safety” Thematic Panel 2

Abstract

Previous research on school discipline has demonstrated numerous beneficial outcomes of using multi-disciplinary restorative justice techniques in response to student violence and misbehavior, rather than using traditional punitive approaches. As with the use of restorative justice in criminal justice contexts, school-based restorative discipline shifts the focus from punishment and isolation of rule violators to reconciliation and community strengthening. Although the use of restorative justice in response to school-based violence and other misbehavior has decreased student delinquency and resulted in better academic outcomes for students and improved school climate, many schools today continue to implement punitive practices to control student behavior. The current research uses data from a nationally representative sample of schools to examine school contextual factors, including the number of students enrolled and the composition of the student body and faculty, which influence the use of restorative responses to violence and misbehavior. Identifying these externally determined characteristics of a school that affect the likelihood the specific restorative justice techniques will be implemented can reveal opportunities for diminishing disparities, improving outcomes for students, and reducing the odds that students will subsequently become involved in the juvenile justice system.

Authors

• Kelly Welch, Villanova University

• Allison Payne, Villanova University