Technical restorative practices implementation falls short when the adaptive components of values, mindsets, and beliefs have not shifted¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Districts and schools lose the full impact of technical restorative work when underlying values, mindsets, and beliefs have not shifted. → Trout 2021

Evidence¶

Trout 2021¶

Trout, L. (2021). The toolkit before the toolkit: Centering adaptive and relational elements of restorative practices for implementation success. [Center to Improve Social and Emotional Learning and School Safety at WestEd]. WestEd. https://eric.ed.gov/?id=ED615970

q1 · i? · theoretical · r2

Practitioner-guide assertion (expert interpretation, no empirical study reported) explaining failed implementations: schools may run circles with technical skill while devaluing the tenets behind the process. The brief adds that without adaptive shifts, implementing technical pieces becomes exhausting and educators dismiss restorative practices.

"Many districts and schools lose out on the full impact of their technical work with restorative practices because the adaptive components — values, mindsets, and beliefs — that imbue those practices have not shifted."

Discussion¶

Related Claims¶

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