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¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? RJ requires staff time, buy-in, training, and resources that traditional sanctions such as suspension do not impose on the school. → Fronius 2019 q2 i? A deep shift to a restorative-oriented school climate might take up to three to five years. → 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 · r2

The review's synthesis of implementation literature states "RJ also requires staff time and buy-in, training, and resources" beyond what suspension imposes, and notes teachers often perform duties outside their job description, such as attending trainings and conducting circles.

"RJ also requires staff time and buy-in, training, and resources that traditional sanctions such as suspension do not impose on the school."

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 reports cited timelines: attitude shifts of "one to three years" and restorative climate shifts of "up to three to five years," assuming sustained financial support.

"some researchers suggest that a shift in attitudes toward punishment may take one to three years (Karp & Breslin, 2001), and the deep shift to a restorative-oriented school climate might take up to three to five years (Evans & Lester, 2013)."

Discussion¶

Related Claims¶

• Restorative practices outcomes follow a slow trajectory: quick low-level successes after training, high-level success in three to five years or more — possibly the same claim (merge candidate)
• Qualitative studies report district-provided professional development and adequate preparation time as necessary factors for effective restorative justice implementation — related
• Time, funding, competing priorities, culture change, resistance, measurement gaps, and sustainability are the main challenges to implementing RJ in schools — related
• Experts report reduced suspensions and expulsions and improved school climate as RJ implementation successes — related
• School staff reported confidence in restorative discipline practices but used them infrequently — related
• RJ serves a preventative purpose by building students' social and emotional skills, not only responding to offenses — 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
• Experts argue most school RJ implementation is weak and funding should first strengthen implementation before funding research — related