Poster 10
5/21/24, 9:30 PM
Restorative practices, as an alternative to zero-tolerance, empower schools, increase attendance rates, and decrease disciplinary referrals. Come see the proven impacts in Texas school districts!
Daniella G. Varela
Texas A&M University-Kingsville
Keywords:
Restorative Practices, School Culture, Attendance Rates
This session presents the findings of a study which collected data over three school years to determine the impact of restorative practices on discipline referrals and student attendance rates. The comparative study used data from four secondary campuses located in two school districts with similar student demographics in South Texas. Restorative practices were found to be impactful in public middle schools by statistically and significantly reducing the number of discipline referrals, while in public high schools, supports increases student attendance rates.
Hear it from the author:
Transcript:
In our study, Evidence-Based Success of Restorative Practices Implemented in Texas School
Districts, our purpose was to determine if there is a significant difference in the number of
referrals and attendance rates between secondary schools which use Restorative Practices (RP)
and those which do not.
This study collected data for 7500 students from four secondary schools over three school years
to determine the type of impact restorative practices have on discipline referrals and student
attendance rates.
We conducted a series of t tests to determine if a significant difference exist.
Differences were found in the number of referrals between middle schools. In high school, the
average number of referrals was relatively similar between schools which implemented RP, and
those which did not.
Results did show that the implementation of RP was extremely effective in high school with
student attendance, but not as significant in middle schools.
Restorative practices were found to be impactful in public middle schools by reducing the
number of discipline referrals, while in public high schools, worked to increase student
attendance rates.
The results of this study affirm that the principles of RP such as relationship, respect,
responsibility, repair, and reintegration, are applicable in reducing harm or resolving conflict.
The results of this study could help inform school leaders about the impact of restorative practice
in schools by providing evidence about the approach to managing student behaviors and the type
of school climate that ultimately impacts the learning environment.
References:
Acosta, J., Chinman, M., Ebener, P., Malone, P. S., Phillips, A., & Wilks, A. (2019). Evaluation of a whole-school change intervention: Findings from a two-year cluster-randomized trial of the restorative practices intervention. Journal of Youth & Adolescence, 48(5), 876–890. https://0-doi-org.oasis.lib.tamuk.edu/10.1007/s10964-019-01013-2.
Cruz, J., Varela, D. G., Jones, D. & Challoo, L. (2023). An empirical study of restorative practices implemented in South Texas school districts. Journal of Research in Higher Education, 45(1). https://www.aabri.com/manuscripts/233736.pdf
Garnett, B. R., Kervick, C. T., Moore, M., Ballysingh, T. A., & Smith, L. C. (2022). School staff and youth perspectives of tier 1 restorative practices classroom circles. School Psychology Review, 51(1), 112–126. https://0-doi-org.oasis.lib.tamuk.edu/10.1080/2372966X.2020.1795557.
Gregory, A., Clawson, K., Davis, A., & Gerewitz, A. (2013). The practice of restorative practices to transform teacher-student relationships and achieve equity in school discipline. Journal of Educational and Psychological Consultation, 26(4), 325–353. https://doi.org/10.1080/10474412.2014.929950