Perceptions of Secondary School Administrators Regarding the Implementation of Restorative Practices

Background: Rates of suspension and expulsion have increased dramatically since schools began to implement zero-tolerance policies for managing student behavior. The increased implementation of zero-tolerance policies results in higher rates of behavioral problems and suspensions. Restorative discipline is a rapidly growing alternative approach to traditional punitive methods of discipline that have become ineffective. Purpose: The purpose of this study was to understand and explore how the participants experienced the implementation of restorative practices to build and sustain relationships and manage student behavior. The study addressed the following research question: What are secondary school administrators' perceptions of the implementation and success of restorative practices? Methods: This qualitative case study utilizing participants' narratives investigated the perceptions of secondary school administrators implementing restorative practices on their campuses as a means of managing student discipline. Three secondary school administrators were selected using a social networking sample of administrators from an urban school district in North Houston within the first year of implementing the restorative approach initiative. The district’s initiative includes training on the theoretical foundation and techniques of a restorative approach, a campus readiness assessment, and an implementation plan. The researcher collected data through the use of a semi-structured interview with each study participant and a follow-up member-checking interview to discuss the themes that emerged from the interviews. The researcher’s reflective notes, which were recorded bi-monthly, were also included in the research. The three participants’ interview responses were transcribed electronically and analyzed using traditional thematic methods to discover contributing factors, patterns, and ideas that captured the perceptions of the administrators. A peer review of the identified themes was conducted to protect potential bias. The researcher organized the patterns into themes, conducted word frequency tests, and created word clouds to illustrate the themes through the identification of keywords and phrases. Results: The findings revealed that secondary school administrators within the first year of implementing restorative practices faced the challenge of shifting mindsets from punitive discipline management practices to a restorative approach. However, the interviews with the study participants highlighted observations of positive change regarding the interactions between students and staff and the development of communication skills through the use of community circles. Additionally, the study participants perceived the commitment and buy-in of the staff to have an influence on the growth and development of the students throughout the implementation of the initiative. Moreover, the interviews revealed that the administrators viewed the use of restorative practices to be effective with the students who were receptive to the idea of the restorative approach and those who actively participated in community circles. Conclusion: The study participants agreed that the mindset of administrators and staff needed to shift from punitive beliefs when implementing restorative practices in order to provide an opportunity for student growth and development. The use of a restorative approach to managing discipline developed positive changes on each campus through the use of community building circles in small groups. Students were receptive to the new approach to managing student discipline and participated in the activities. The students who participated in the restorative circles were receptive and open to growth and improved relationships.