Health Equity, School Discipline and Restorative Justice

2019 ◽  
Author(s):  
Thalia González ◽  
Alexis Etow ◽  
Cesar De La Vega
Keyword(s):  
Restorative Justice ◽  
Health Equity ◽  
School Discipline

Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice

2021 ◽  
pp. 000283122110626
Author(s):  
Miles Davison ◽  
Andrew M. Penner ◽  
Emily K. Penner
Keyword(s):  
Public Schools ◽  
Black Students ◽  
Restorative Justice ◽  
School Discipline ◽  
Student Discipline ◽  
Exclusionary Discipline ◽  
Difference In Difference ◽  
Racial Equity ◽  
Racial Disproportionality ◽  
Suspension Rates

A growing number of schools are adopting restorative justice (RJ) practices that de–emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference–in–difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of implementation. However, the benefits of RJ were not shared by all students, as disciplinary outcomes for Black students were largely unchanged. While the overall effects of RJ in this context are promising, racial disproportionality widened. Our results suggest that the racial equity intentions of RJ may be diluted as schools integrate RJ into their existing practices.

scholarly journals Health Equity, School Discipline Reform, and Restorative Justice

2019 ◽  
Vol 47 (S2) ◽  
pp. 47-50 ◽  
Author(s):  
Thalia González ◽  
Alexis Etow ◽  
Cesar De La Vega
Keyword(s):  
Public Health ◽  
Restorative Justice ◽  
Public Discourse ◽  
School Discipline ◽  
Well Being ◽  
Holistic Health ◽  
Childhood Experiences ◽  
Marginalized Communities ◽  
Health Community ◽  
Health Justice

Every day, students from marginalized communities disproportionately face adversity and trauma. It is well documented that exposure to adverse childhood experiences (ACEs) can impact children's ability to focus, learn, and even regulate their emotions. Many schools, rather than providing multi-tiered systems of support to address the root causes of behavior, place these students at greater risk of experiencing health disparities through the use of exclusionary school discipline (ESD) practices. ESDs not only deny students important educational opportunities, but also can compound existing social, economic, and health inequities. Thus, ESD practices must be understood as more than simply impacting what happens in the classroom. Instead, they should be conceptualized as public health policies with far-reaching impacts on a child's lifelong health and well-being. Even though school discipline has largely been overlooked by the public health community, current reform efforts are one aspect of a holistic health justice framework.This article seeks to begin to bridge current gaps in the literature and public discourse by identifying key linkages between ESD practices and health. It then presents evidence-based design principles to ensure education policy is aligned with a health justice framework. And finally, it explores a specific school-based intervention, restorative justice.

Implementing Restorative Justice as a Step toward Racial Equity in School Discipline

2018 ◽  
Vol 120 (14) ◽  
pp. 1-24 ◽  
Author(s):  
Katherine Cumings Mansfield ◽  
Stacey Rainbolt ◽  
Elizabeth Sutton Fowler
Keyword(s):  
School Leadership ◽  
Restorative Justice ◽  
Final Section ◽  
School Discipline ◽  
Successful Implementation ◽  
Restorative Practices ◽  
Racial Equity ◽  
School Settings ◽  
Disparate Treatment ◽  
American Schools

The purpose of this multimedia research is to provide a blueprint for change that is centered on an alternative disciplinary approach referred to as restorative justice or restorative practices. First, we provide a short overview of the problem of racially based discipline practices in American schools. Then, we share the philosophical underpinnings of restorative justice, describe key components essential to its implementation, and provide links to videos that illustrate the successful implementation of restorative practices in authentic school settings. Thereafter, we offer what we believe is vital for institutional change: understanding the role Whiteness plays in disparate treatment and engaging in anti-racist school leadership. In the final section of the paper, we share specific strategies educators can use to navigate the change processes necessary to work toward racial equity in school discipline.

A Restorative Approach to Culturally Responsive Schools

2021 ◽  
pp. 456-478
Author(s):  
Dori A. Barnett
Keyword(s):  
Academic Achievement ◽  
Criminal Justice ◽  
Restorative Justice ◽  
Culturally Responsive ◽  
School Discipline ◽  
Community Schools ◽  
Healthy Relationships ◽  
Whole School ◽  
Building Community ◽  
Whole School Approach

Restorative practice is inspired by the restorative justice movement in the criminal justice system, which puts repairing harm and relationships over and above the need for dispensing blame and punishment. Restorative practice refers to a broad range of principles and processes with the aim of developing healthy relationships and building community. Schools report that whole school implementation of restorative practice can lead to positive outcomes including improved school climate, increased academic achievement, and reduced racial disparities in school discipline. This chapter will explore how a whole school approach to restorative practice can transform schools and classrooms and create an inclusive, safe, and culturally responsive school community.

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