Teachers who implemented restorative justice frequently had better student relationships and issued fewer referrals, with preliminary indications of reduced racial discipline gaps that were not fully eliminated¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Teachers who implemented RJ frequently had better relationships with their students and generally issued fewer referrals. → Fronius 2019 q2 i? Frequent RJ use showed preliminary indications of reducing the racial discipline gap, though disparate discipline patterns were not completely removed. → Fronius 2019 (2)

Evidence¶

Fronius 2019¶

Fronius, Darling-Hammond, Persson, Guckenburg, Hurley, & Petrosino. (2019). Restorative Justice in U.S. Schools: An Updated Research Review. WestEd Justice & Prevention Research Center. https://eric.ed.gov/?id=ED595733

q2 · i? · review · r3

The review reports Gregory et al.'s (2016) findings as attributed: frequent RJ implementers had better student relationships, students "felt respected by their teachers," and teachers "generally issued fewer referrals." No effect sizes are printed.

"Gregory and colleagues (2016) indicate that teachers who implemented RJ frequently had better relationships with their students. The students felt respected by their teachers, and teachers generally issued fewer referrals."

Fronius 2019 (2)¶

Fronius, Darling-Hammond, Persson, Guckenburg, Hurley, & Petrosino. (2019). Restorative Justice in U.S. Schools: An Updated Research Review. WestEd Justice & Prevention Research Center. https://eric.ed.gov/?id=ED595733

q2 · i? · review · r2

The review characterizes the racial-gap finding as "preliminary indications" only, with the explicit caveat that "disparate discipline patterns were not completely removed from the school."

"The authors also report preliminary indications that frequent use of RJ led to reductions in the racial discipline gap, although disparate discipline patterns were not completely removed from the school."

Discussion¶

Learner Variables¶

• Race and Ethnicity — moderator: an instructional effect differs by group
• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• Frequent RJ use by teachers shows preliminary indications of reducing the racial discipline gap, though disparities persist — possibly the same claim (merge candidate)
• Schools implementing restorative justice report decreases in exclusionary discipline such as suspensions and expulsions — related
• RJ serves a preventative purpose by building students' social and emotional skills, not only responding to offenses — related
• Experts report reduced suspensions and expulsions and improved school climate as RJ implementation successes — related
• Experts attribute their focus on RJ in schools to the failure of zero-tolerance discipline, disciplinary disparities, school climate concerns, holistic community approaches, and connections to youth development models — related
• Restorative practices reduce exclusionary discipline and misbehavior and improve school climate, safety, and achievement, though implementation requires sustained investment — a broader claim this one bears on
• Shifting to restorative practices reduced exclusionary discipline and its racial disparities while improving climate and achievement — a broader claim this one bears on
• Students of color show fewer absences and less exclusionary discipline when taught by race-matched teachers — related