Elementary School Administrators' Perceptions of Restorative Justice Regarding Student Discipline in One Rural Division in Virginia

Abstract

The purpose of this basic qualitative study was to gather data on the training that was provided for school staff regarding the implementation of the restorative justice program. This study also investigated elementary school administrators' perceptions after implementation of a restorative justice program and its impact on student discipline in one rural Virginia school division. In the Commonwealth of Virginia, 22% of students are African American, but they make up 54% of students who have been suspended from school for the 2018-2019 school year (VDOE, 2021). School divisions can benefit from this qualitative study to address discipline disproportionality by implementing restorative justice practices. Findings indicated restorative justice had an impact in reducing student discipline issues and enhancing teacher-student relationships, as reported by participants. However, challenges like teacher buy-in were also identified. Considerations for successful implementation include restorative justice training for school administrators and teachers, with an emphasis on proactive practices such as classroom circles. In addition, improved communication between students and teachers was noted as a positive outcome of this restorative justice program. Elementary school administrators should provide support for restorative justice practices to strengthen teacher-student relationships. They should also gather discipline data before and after implementing these practices to assess their impact. Consistent training for all staff within a school division is crucial, and administrators should involve staff in the implementation process to foster buy-in. Findings from this study indicate more research is needed on the impact restorative justice practices has on student discipline in K-12 public schools.