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Restorative practices benefit both teachers and students

By Elizabeth Foster
Categories: Equity, Evaluation & impact, Outcomes, Research, Standards for Professional Learning
December 2021
As awareness has grown about the harmful effects of exclusionary discipline, especially on the Black and Brown students who are disproportionately suspended and expelled, so, too, has interest in alternative approaches to discipline. Restorative practices are becoming more common in schools across the U.S. and in other countries. Restorative practices focus on building or repairing relationships to address or preempt conflict. They are based on the idea that when young people come to understand how they have caused harm and collaborate with others to find a solution for repairing the harm, they learn to behave differently while strengthening their connection to the community rather than becoming ostracized from it. Quantitative research on restorative justice approaches is relatively new and still emerging. Understanding the findings that

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The Study

Augustine, C.H., Engberg, J., Grimm, G.E., Lee, E., Wang, E.L., Christianson, K., & Joseph, A.A. (2018). Can restorative practices improve school climate and curb suspensions? An evaluation of the impact of restorative practices in a mid-sized urban school district. RAND Corporation. www.rand.org/pubs/research_reports/RR2840.html


Image for aesthetic effect only - Elizabeth-foster
Senior Vice President, Research and Strategy | + posts

Elizabeth Foster is the senior vice president of research and strategy at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation.


Categories: Equity, Evaluation & impact, Outcomes, Research, Standards for Professional Learning

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