High School Teachers’ Perceptions of Restorative Discipline Practices

Abstract

Disproportionality in school discipline is a serious and ongoing problem. Some schools are experimenting with alternative models to address persistent inequities. This article features one high school’s adoption of a restorative practices discipline program with a focus on teachers’ perceptions of their experiences and the efficacy of the program. Findings indicate that restorative practices can be a powerful means to strengthen relationships and reduce the number of students receiving exclusionary consequences.