This paper examines the application of restorative practice in school settings as an alternative to punitive disciplinary approaches such as zero-tolerance policies. It provides background on the limitations of suspension and expulsion, traces the historical roots of restorative justice in indigenous and criminal justice traditions, and reviews relevant literature on student misbehavior management. The paper outlines a research design employing questionnaires and circle-based discussion methods to assess restorative practice's effectiveness in building trust, reducing conflict, and promoting behavioral change. It also considers the role of social workers as advocates for restorative approaches and identifies key research questions around offender recidivism, relationship-building, and the comparative benefits of restorative versus punitive discipline.
Many schools across the globe are currently applying restorative practice. According to Calhoun (2013), there has been much success since schools introduced this practice. Some successful schools have even proceeded to train other schools and institutions. Restorative practice encompasses diverse aspects whose impact can influence a number of fields in the education sector, including conflict resolution, truancy, behavioral management, and mediation (Hemphill et al., 2014). Restorative practice calls for ownership by everyone involved, which promotes mutual responsibility and creates an atmosphere in which resolution can occur.
Bolitho (2012) states that managing student misbehavior is one of the most crucial issues facing schools around the world. The current approach to discipline is largely punitive. Many schools apply zero-tolerance policies, which, though well intended, have not yielded good results — in fact, they have often done more harm than good. Skiba (2013) asserts that such policies have led to a rise in the number of expulsions and suspensions, especially over the last 20 years.
Suspension and expulsion have been used in schools as punishment for students who violate established rules. The rate of suspensions and expulsions has doubled since the 1970s. Misbehaving students are most often given out-of-school suspensions (Calhoun, 2013). This form of punishment is not ideal, given its negative and long-lasting impact on students. Some of these impacts include higher incidences of academic failure, increased school dropout rates, drug and substance abuse, and unnecessary conflicts, among others. This has led many schools to abandon zero-tolerance policies and adopt restorative justice to instill discipline in students (Perry & Morris, 2014). Restorative justice focuses on the person who has been harmed rather than the rules that have been broken. It also addresses the losses suffered by the victim rather than concentrating solely on the offender.
Restorative practices are categorized under social justice. As such, social workers are among the most important advocates for students, bearing a duty to uphold social justice (Perry & Morris, 2014). They therefore need to stay current on trends in restorative practice. Once they develop a deep understanding of these practices, they can implement them as a sound approach to student discipline (Hemphill et al., 2014). They also require the necessary skills and training to advocate for this form of discipline.
The main aim of this study is to determine the vital steps to building a nurturing environment for learners in the classroom. The connection between students and teachers is critically important. Restorative practices help create time for this connection — both among students themselves and between students and teachers. It becomes counterproductive to hold a restorative conference for a serious case while still responding punitively to everyday conflicts. Young people need complete trust in staff in order to embrace the restorative approach, which of course depends on students being honest enough to disclose their wrongdoings. Concealing one's actions is incompatible with restorative practices.
This study will also compare the restorative approach with zero-tolerance practices and assess which is more beneficial. It will analyze the effectiveness of select restorative practices used in schools, with findings intended to adequately equip social workers in their work of promoting justice.
The following are the main questions this study seeks to answer:
1. What is restorative justice, and why is it important? A study of restorative justice addresses the needs of students within the school community. Restorative practice is meant to resolve conflicts among students and to teach them responsibility and accountability so that they can reason rationally before engaging in harmful behavior. Restorative justice also works to restore positive relationships between previously conflicting parties.
2. What is the difference between restorative justice and other forms of discipline?
3. How can offender recidivism be prevented through restorative practices?
4. How can relationships be strengthened through restorative practices?
"Historical roots and contemporary adoption of restorative justice"
"Questionnaires and circle-based data gathering design"
"Data coding, classification, and presentation plan"
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