Relational elements — trust, voice and agency, and equity — are preconditions for restorative practices to work¶

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? Engaging in technical restorative practices without relational elements in place leads to lackluster results, as illustrated by an anecdote in which a trusted former teacher, not the technically expert district leader, succeeded with a dysregulated student. → 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 interpretation illustrated by an opening anecdote: the district leader knew the restorative questions but lacked a relationship, while the student's former teacher used 'social capital to bolster the restorative questions' and resolved the incident in under five minutes. No empirical study is reported.

"Similarly, engaging in technical elements of restorative practices without relational elements in place can lead to lackluster results."

Discussion¶

Related Claims¶

• An innovation foreign to the rest of its system tends to be rejected; lasting change needs a coordinated bundle of innovations. — the general claim this finding bears on, with the studies behind it
• Technical restorative practices implementation falls short when the adaptive components of values, mindsets, and beliefs have not shifted — related
• Continuous improvement for equity requires trust and courageous conversations; without trusting relationships, the improvement process will not help — related
• Relational trust built through prior rigorous evaluation was a precondition for introducing participatory approaches — a broader claim this one bears on
• Relational trust and rapid-response adaptation help research-practice partnerships survive acute disruption — related
• Social trust predicts which urban schools improve, and trust is built by reducing staff vulnerability — related
• Continuous improvement can fall short when it becomes a compliance-based checklist activity detached from purpose and equity — related
• Relational trust shapes whether SWOT functions as organisational learning or superficial compliance — a broader claim this one bears on