Time, funding, competing priorities, culture change, resistance, measurement gaps, and sustainability are the main challenges to implementing RJ in schools¶

Claim · All claims
Evidence · 1 study (3 entries) · qualitative r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experts report the large amount of time and funding needed to implement RJ causes resistance from teachers and principals. → Guckenburg 2015 q2 i? Experts report RJ implementation often ends when a championing school leader leaves, making sustainability a major challenge. → Guckenburg 2015 (2) q2 i? Experts know of few data collection instruments for measuring RJ impact in schools. → Guckenburg 2015 (3)

Evidence¶

Guckenburg 2015¶

Guckenburg, S., Hurley, N., Persson, H., Fronius, T., & Petrosino, A. (2015). Restorative Justice in U.S. Schools: Summary Findings from Interviews with Experts. San Francisco: WestEd. https://eric.ed.gov/?id=ED568378

q2 · i? · qualitative · r2

Interview findings on challenges: "the large amount of time and funding necessary to effectively implement RJ causes resistance from teachers and principals"; training should occur over multiple days with follow-up.

"Experts pointed out that the large amount of time and funding necessary to effectively implement RJ causes resistance from teachers and principals."

Guckenburg 2015 (2)¶

Guckenburg, S., Hurley, N., Persson, H., Fronius, T., & Petrosino, A. (2015). Restorative Justice in U.S. Schools: Summary Findings from Interviews with Experts. San Francisco: WestEd. https://eric.ed.gov/?id=ED568378

q2 · i? · qualitative · r2

Sustainability challenge from interviews: "if a school leader who believes in RJ leaves his or her leadership position, the implementation of RJ practices often ends." Funding ending also ends implementation.

"They noted that if a school leader who believes in RJ leaves his or her leadership position, the implementation of RJ practices often ends."

Guckenburg 2015 (3)¶

Guckenburg, S., Hurley, N., Persson, H., Fronius, T., & Petrosino, A. (2015). Restorative Justice in U.S. Schools: Summary Findings from Interviews with Experts. San Francisco: WestEd. https://eric.ed.gov/?id=ED568378

q2 · i? · qualitative · r2

Measurement challenge from interviews: experts "for the most part knew of few such tools" for collecting and analyzing impact data; a few had created their own fidelity instruments or observation checklists.

"experts for the most part knew of few such tools, though they noted that measurement tools will be needed for collecting and analyzing impact data on RJ in schools."

Discussion¶

Related Claims¶

• Experts argue most school RJ implementation is weak and funding should first strengthen implementation before funding research — related
• Implementing restorative justice in schools requires staff time, buy-in, training, and resources beyond traditional sanctions, with full climate shifts estimated to take three to five years — related
• Qualitative studies report district-provided professional development and adequate preparation time as necessary factors for effective restorative justice implementation — related
• Experts report reduced suspensions and expulsions and improved school climate as RJ implementation successes — related
• Many district and school data systems do not track restorative justice efforts or outcomes for students exposed to RJ processes — related
• Restorative practices outcomes follow a slow trajectory: quick low-level successes after training, high-level success in three to five years or more — related
• Resource limitations from the redesigned policy are felt at the program, district, and principal candidate levels — related
• School climate data supported changes to the three schools' discipline systems — related
• School staff reported confidence in restorative discipline practices but used them infrequently — related
• Experts report there is neither a clear definition nor a widely accepted model of restorative justice in schools — related