RT Article
T1 Restorative practices and exclusionary school discipline: an integrative review
JF Contemporary justice review
VO 26
IS 1
SP 28
OP 47
A1 Samimi, Ceema
A2 Han, Tyler M.
A2 Navvab, Amy
A2 Sedivy, Jennifer A.
A2 Anyon, Yolanda
LA English
YR 2023
UL https://krimdok.uni-tuebingen.de/Record/1848746504
AB This study used integrative review methodology to synthesize research on the relationship between school-based restorative practices and exclusionary discipline outcomes in the United States. Exclusionary discipline outcomes were defined as out-of-school suspensions, expulsions, and referrals to law enforcement. A literature search produced 5,764 publications, and 11 studies were included in the final sample. Peacemaking circles were the most common restorative practice implemented, and secondary analysis of school records was the most common method utilized. Findings indicated that restorative practices are associated with reduced suspension rates, which suggest that school-based restorative practices are a promising approach to reducing exclusionary discipline outcomes.
K1 United States
K1 exclusionary discipline
K1 School discipline
K1 Restorative Justice
K1 Restorative practices
DO 10.1080/10282580.2023.2204884