After school-wide positive and restorative discipline training, Black-White and LGBTQ-straight differences in perceived bullying converged at one majority-minority school¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Prior to SWPRD implementation, Black students and LGBTQ students were more likely than their White and straight peers to indicate bullying; after implementation, perceptions were similar across these groups. → Fronius 2019

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 Vincent et al.'s (2016) study of student opinion shifts after full-staff SWPRD trainings at "a large, majority-minority school." Before implementation Black and LGBTQ students reported more bullying; after implementation "Black and White students had similar perceptions." No statistics are printed.

"Prior to SWPRD implementation, Black students were more likely than their White peers to indicate that there was bullying in the school, and LGBTQ students were more likely than straight students to indicate that there was bullying or harassment. After implementation, Black and White students had similar perceptions, as did LGBTQ and straight students"

Discussion¶

Related Claims¶

• Shifting to restorative practices reduced exclusionary discipline and its racial disparities while improving climate and achievement — the general claim this finding bears on, with the studies behind it
• A two-year quasi-experimental study in Hong Kong found full-implementation restorative whole-school approach students reported significantly less bullying and larger empathy and self-esteem gains than control students — related
• Disparities are not uniform: some gender- and sexual-minority groups report equal or better school experiences than majority peers (e.g., Black transgender students, Cambodian gay/lesbian students) — related
• Transgender students are more than twice as likely as non-transgender peers to report bullying, harassment, and fear of physical violence — related
• Transgender, gay/lesbian, bisexual, and 'something else' students report significantly poorer outcomes than non-transgender and straight peers on all 14 measures — related
• Across nearly all race/ethnicity groups, transgender high school students report fewer school supports, lower safety, lower motivation, and lower connectedness than non-transgender peers — related
• Transgender students in every race/ethnicity group report harassment at least twice the rate of non-transgender peers (60%+ vs. 32% or less) — related
• Youth with an IEP experience bullying and suspension at higher rates and are less engaged in school and social activities than peers, though most youth with and without an IEP feel positive about school — related
• Adjusting for perceived school supports and safety eliminates the transgender/non-transgender school connectedness gap and halves mental health, motivation, and middle school performance gaps — related
• Equalizing perceived supports and safety would reduce gay/lesbian/bisexual versus straight disparities in connectedness by 90-100 percent and other disparities by half — related
• Anxiety and toxic stress from stereotypes, bullying, and exclusionary practices impede learning by preoccupying the brain with worry and fear — related