Experts report there is neither a clear definition nor a widely accepted model of restorative justice in schools¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Interviewed RJ experts expressed the reservation that RJ lacks a clear definition and a widely accepted model. → Hurley 2015

Evidence¶

Hurley 2015¶

Hurley, N., Guckenburg, S., Persson, H., Fronius, T., & Petrosino, A. (2015). What Further Research is Needed on Restorative Justice in Schools? WestEd. https://eric.ed.gov/?id=ED559727

q1 · i? · qualitative · r2

Qualitative interview study of 43 RJ experts and practitioners conducted between January and October 2014; the article reports this as an expert reservation, offering no evidence beyond the interviews. Experts stated "There is neither a clear definition nor a widely accepted model of RJ."

"Experts also expressed some reservations about RJ research, chiefly: There is neither a clear definition nor a widely accepted model of RJ."

Discussion¶

Related Claims¶

• Experts call for rigorous outcome-based research, readiness research, a clear RJ definition, and leader training research on RJ in schools — related
• Experts argue most school RJ implementation is weak and funding should first strengthen implementation before funding research — related
• Many district and school data systems do not track restorative justice efforts or outcomes for students exposed to RJ processes — related
• The article argues that existing definitions of formative assessment lack a clear rationale delimiting the construct within broader theories of pedagogy. — related
• School belonging research is marked by definitional ambiguity and terminology confusion, including conflation of belonging with acceptance, inclusion, and participation — a narrower finding that bears on this claim
• 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
• Evidence suggests RJ improves school climate, including student connectedness and staff-perceived climate gains — related
• Experts report reduced suspensions and expulsions and improved school climate as RJ implementation successes — related
• Time, funding, competing priorities, culture change, resistance, measurement gaps, and sustainability are the main challenges to implementing RJ in schools — related
• Unexplicated definitions of key constructs introduce conceptual ambiguity that makes theory integration far less likely — a broader claim this one bears on
• Programs offering the highest levels of active student participation are those aimed at generally improving the school environment (Restorative Justice and SEHER), suggesting broad, systemic scope favors student decision-making roles — related