TownsKSEL7200-5(1)

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Arts Humanities

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Apr 3, 2024

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docx

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Investigate Restorative Practices as a Discipline Strategy Ke’Andrea S. Towns Northcentral University SEL-7200: Implementing SEL in the Modern Classroom Dr. Jennifer Aniano March 27, 2024 Learning Policy Institute, & Darling-Hammond, S. (2023). Fostering Belonging, Transforming
Schools: The Impact of Restorative Practices. Research Brief. In Learning Policy Institute. This article began by stating how many schools have begun to adopt restorative practices in their efforts of trying to improve both the school climate and student outcomes through reducing exclusionary discipline. The story of Darius Robinson was also told in an effort to describe how students were expelled from school prior to restorative practices being incorporated. Prior to restorative practices being implemented throughout the district, Darius was one of those students who had been expelled from school frequently since he was in preschool, which ultimately led to him dropping out of school in high school after being expelled for being defiant. However, situations such as Darius’s were seemingly common in that statistics from 2014 showed that 18% of Black males were suspended, and that Black students in all educational contexts experienced higher levels of exclusionary discipline. Despite the intent behind exclusionary discipline being good, research has shown that being expelled increases the likelihood of the misbehavior rather than discourage it and could further lead to an increase in the risk of dropping out of school, challenges with mental health, and also incarceration as a youth and adult. And not to mention that when it comes to exclusionary discipline, Black student are four times more likely to receive harsher punishments and out of school suspension than their white counterparts. The article further outlines that there are two distinct categories of restorative practices. They are community-building practices and repair practices. The community-building practices focus on fostering an a school community and climate that are interconnected and focus on improving and strengthening the relationship between students and staff.
The repair practices focus on bringing all stakeholders together in an effort to resolve and be productive as it relates to issues. However, in the case of Darius from earlier in the text, he was not able to reap the benefits of the restorative practices. Overall, the focus and intent of restorative practices is to shift to a culture that all involved can relate to and empower its implementation. Stanford University, P. A. for C. E. (PACE), Darling-Hammond, S., & Gregory, A. (2023). Measuring Restorative Practices to Support Implementation in K-12 Schools. In Policy Analysis for California Education, PACE. This article outlined how restorative practices are measured as it relates to their implementation in K-12 schools. It says that the focus of many school leaders is to reduce how exclusionary discipline is used in an effort to improve school climates and this is done through the use of restorative practices. In order to implement such practices, it begins with identifying the points that warrant the implementation. Being that exclusionary discipline has caused more harm than it has good, that is what has caused the shift into restorative approaches to discipline problems. According to the article, research has shown that many students who experience expulsion at some point during their school years fail to receive their high school diplomas. The article goes on to say that restorative practices include activities that are designed to make misbehavior occur less frequently because of the focus on repairing the harm done during conflict that caused the behavior. The purpose of restorative practices is to bring together all of the stakeholders to resolve issues with misbehavior. The practices are guided by the development of positive, healthy relationships in helping children to develop a sense of belonging whether it is in school or their community.
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