Restorative practices and exclusionary school discipline: an integrative review

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...

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Detalles Bibliográficos
Autor principal: Samimi, Ceema (Autor)
Otros Autores: Han, Tyler M. ; Navvab, Amy ; Sedivy, Jennifer A. ; Anyon, Yolanda
Tipo de documento: Electrónico Artículo
Lenguaje:Inglés
Publicado: 2023
En: Contemporary justice review
Año: 2023, Volumen: 26, Número: 1, Páginas: 28-47
Acceso en línea: Volltext (lizenzpflichtig)
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Palabras clave:
United States
exclusionary discipline
School discipline
Restorative Justice
Restorative practices
Descripción
Sumario: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.
ISSN:1477-2248
DOI:10.1080/10282580.2023.2204884