Blending Restorative Practices with Multitiered Support Systems in High Schools before and during the COVID Pandemic: Successes, Challenges, and Adaptations

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  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      29
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305A170631
    • Education Level:
      High Schools
      Secondary Education
    • Subject Terms:
      Restorative Practices; Multi Tiered Systems of Support; High Schools; COVID-19; Pandemics; Faculty Development; Coaching (Performance); Student Attitudes; Parent Attitudes; School Personnel; Attitudes; Educational Environment; Attitude Change; Discipline; Intervention
    • Accession Number:
      10.1177/01926365231182689
    • ISSN:
      0192-6365
      1930-1405
    • Abstract:
      We present outcomes from a study testing the effect of professional development (PD) focused on integrating restorative practices (RP) into multitiered student support systems on how high school staff, students, and parents perceive their school's discipline practices. A total of 16 high schools enrolled in the 2-year study during which COVID-related school closures and a switch to distance learning occurred. Eight schools assigned to the intervention condition received the PD and coaching during the first year and periodic booster trainings delivered remotely during the second year. Eight schools assigned to the control condition received the PD and coaching remotely during the second year. While results did not reach statistical significance, they were in the desired direction and suggested changes in staff perceptions favoring restorative discipline practices. Quantitative findings were supported by coaches' fieldnotes which described facilitators and barriers to implementing RP during in-person as well as remote instruction. We offer recommendations for providing support to high school personnel and students as they move toward a nonpunitive approach to discipline that favors community-building over rule compliance in real and virtual learning environments.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2023
    • Accession Number:
      EJ1394830