Completing the Circle: Linkages between Restorative Practices, Socio-Emotional Well-Being, and Racial Justice in Schools

Autor/inn/en	Huguley, James P.; Fussell-Ware, Dashawna J.; McQueen, Shanté Stuart; Wang, Ming-Te; DeBellis, Bianca R.
Titel	Completing the Circle: Linkages between Restorative Practices, Socio-Emotional Well-Being, and Racial Justice in Schools
Quelle	In: Journal of Emotional and Behavioral Disorders, 30 (2022) 2, S.138-153 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221088989
Schlagwörter	Social Emotional Learning; Well Being; Social Justice; Racial Discrimination; Mental Health; Student Needs; Discipline; Punishment; Equal Education; Minority Group Students; Outcomes of Education; Suspension; Expulsion; Educational Change + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Soziale Gerechtigkeit; Racial bias; Rassismus; Psychohygiene; Disziplin; Bestrafung; Lernleistung; Schulerfolg; Ausschluss; Schulausschluss; Relegation; Bildungsreform
Abstract	Mounting evidence demonstrates that exclusionary discipline practices like suspensions and expulsions have long-term negative socio-emotional, behavioral, and academic consequences for the students who experience them, with evidence of spill-over effects for nonexcluded students. Restorative practice has emerged as a promising alternative to punitive discipline approaches, yet evidence is mixed on whether it can improve academic outcomes or curb racial disparities in school discipline. In a new conceptual model, we argue that the full potential of restorative practice can only be reached when it is (a) operationalized more directly within a socio-emotional framework; (b) responsive to more significant mental health needs; and (c) informed by a multifaceted understanding of how racism contributes to discipline disparities, both directly through interpersonal biases and indirectly through structural oppression. A revised conceptual model based on evidence from the broader literature, original data analyses, and pilot intervention results is advanced. [For the corresponding grantee submission, see ED620749.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01