Building community and reforming school
discipline through Restorative Practices in
schoolsNJPSA, Monroe, NJ
Anne Gregory, [email protected]
Part 1A National Perspective:
What is driving the reform?
Exclusionary discipline linked to:
oReduced achievemento Increased risk for dropouto Increased contact with police and
juvenile justice systemoRise in antisocial behavior
Statewide sample of 9th graders followed over time:
Each additional suspension further decreased a student’s odds of graduating high school by 20%
Decreases odds of graduating
Accounting for poverty, special
ed status, course failures, and attendance
(Balfanz, Byrnes, & Fox, 2015).
School discipline reform has included the following:
• Policy reform (changing codes of conduct)
• Positive Behavioral Intervention Supports (PBIS)
• Cultural responsiveness/relevance/competence training
• Restorative practices/justice
• Social and emotional learning programming
In 2014, Syracuse City School District released a revised Student Code of Conduct, Character, and Support
The introduction states: • “The Code ensures that schools provide
equal access to a wide range of supports and interventions that promote positive behavior, help students develop self-discipline and social and emotional efficacy, and enable students to improve and correct inappropriate, unacceptable, and unskillful behaviors” (pg. 2).
• The policy statement addressing behavior from equity, developmental, and SEL perspectives.
Why is school discipline reform also about
racial/social justice?
Over-represented in school discipline
Low income students
Students in special education
Male students
Latino youth
Native American youth
LGBT youth and gender non-conforming youth
(Most research on Black students)
Reference slideLow income students
Sample study: In 2011-2012 Denver data, low income students were over two times more likely to be issued a discipline referral, accounting for race, gender, and disability status (Anyon et al., 2014).
Students in special education Sample study: In 2011-2012 national data, schools suspend students with disabilities at rates that are typically two to three times higher than for their non-disabled peers.(Losen et al., 2015)
Male studentsSample study: Across a K-12 sample, males received 3 times more referrals for behavior and 22% more referrals for attendance than females (Kaufman et al., 2010).
African American femalesSample study: In 2009, the average national suspension rate for Black females was 13%; 5% higher than the national average for all students and comparable to the suspension rate of Latino males (Losen & Martinez, 2013).
Latino youthSample study: Latino 10th graders were twice as likely as White students to be issued an out-of-school suspension. Findings accounted for student- and teacher-reported misbehavior (Finn & Servoss, 2013).
Native American youth Sample study: In a national sample, Native American boys were 1.7 times as likely as White boys and Native American girls were 2.0 times as likely as White girls to have been sent to the office for a discipline incident (Wallace et al., 2008).
LGBT youth and gender non-conforming youthSample study: In large high school sample, LGBQ youth were over 2 times more likely to be
suspended and 9 times more likely to be involved in the JJ system (Poteat et al., 2016).
Odds a Black student was suspended
7.57 times
higher than …
0
1
2
3
4
5
6
7
8
Black versus White students odds6th to 12th grades in Kentucky over three years (Morris & Perry, 2016)
5.91 times
higher than …
0
1
2
3
4
5
6
7
8
Black versus White students odds
6th to 12th grades in Kentucky over three years (Morris & Perry, 2016)
Odds a Black student was suspended (accounting for school level effects)
Odds a Black student was suspended (accounting for school effects, student SES, gender,
special ed. status, family structure)
2.46 times higher than a White student
0
1
2
3
4
5
6
7
8
Black versus White students odds
7.57times
higher than a White
student
5.91 times
higher than a White
student
6th to 12th grades in Kentucky over three years (Morris & Perry, 2016)
6th to 12th grades in Kentucky over three years (Morris & Perry, 2016)
Black students were still2.46 times more likely to be suspended
Replicated in numerous studies!
A statewide longitudinal study
• Rigorously examined the link between race and discipline.
• Isolate the effects of race controlling for 83 risk factors.
• (Multivariate methodologies make it possible to isolate the effect of a single factor, while holding the remainder of the factors statistically constant.)
• Differential Processing of Black students
• Differential Selection of Black students
• Differential Access to Restorative, Supportive, High Quality schooling
• Differential Processing of Black students
• Differential Selection of Black students
• Differential Access to Restorative, Supportive, High Quality schooling
Comparing Discipline Incident Categories for Black and White Students in Virginia
6355 6473
11,681
90968165
3424
20,033
11070
0
5000
10000
15000
20000
Aggression ATOD* Disruption* Other
White
BlackFrom 308 Virginian high schools in 2010-2011 with overall enrollment: 24% Black, 56% White
From: Heilburn, A., Cornell, D. & Lovegrove, P. (2015). Principal attitudes regarding zero tolerance and racial disparities in school suspensions. Psychology in the schools, 52, 488-498
(Alcohol, Tobacco, Drugs)
• Dr. Ferguson observed teacher-student interactions in an elementary school.
• She observed that teachers affirmed and elevated the expressive modes of the dominant group in society.
• In contrast, she described how teachers devaluedthe expressive mode of the African American boys.
Morris argues that the lack of cultural competence in school results in adults’ negative appraisals of Black females who are loud or have an “attitude.”
She argues these behaviors reflect Black girls’ desire to be heard and seen in the context of gender and race oppression.
• Differential Processing of Black students
• Differential Selection of Black students
• Differential Access to Restorative, Supportive, High Quality schooling
In 294 secondary schools, Payne and Welch (2015) found:
Greater percentage of Black students in the school
Principal less likely to report
they responded to
behavior using restorative approaches
Payne A.A. & Welch K. (2015). Restorative justice in schools: The influence of race on restorative discipline. Youth & Society, 47, 539– 564 doi:10.1177/0044118X12473125.
Part 2A National Perspective:
School discipline reform
Framework for increasing equity in school discipline
• Preventing discipline disparities
• Intervening when conflict occurs
− Preventing and intervening
Earlier versions presented in Gregory, Bell, & Pollock (2014). Intervention Brief retrieved from http://rtpcollaborative.indiana.edu/briefing-papers/
24
Framework for increasing equity in school discipline
Preventing discipline disparities:• Offer supportive relationships
• Academic rigor
• Culturally relevant and responsive teaching
• Bias-aware classrooms and respectful school environments
• Opportunities for learning and correcting behavior
25
Earlier versions presented in Gregory, Bell, & Pollock, (2014). Intervention Brief retrieved from http://rtpcollaborative.indiana.edu/briefing-papers/
Framework for increasing equity in school discipline
Intervening when conflict occurs: • Equity-oriented data inquiry
• Problem-solving approaches
• Engage “voice” of youth and families to address discipline incidents
• Reintegrate students after conflict or long-term absence
26
Earlier versions presented in Gregory, Bell, & Pollock, (2014). Intervention Brief retrieved from http://rtpcollaborative.indiana.edu/briefing-papers/
RESTORATIVE APPROACHES-DEFINITIONS
Restorative Justice – A theory of justice that emphasizes repairing the harm.
Restorative practices – A framework for a broad range of restorative justice approaches that proactively build a school community based on cooperation, mutual understanding, trust and respect.
From: DIGNITY IN SCHOOLS CAMPAIGNMODEL CODEWEBINAR V: RESTORATIVE JUSTICE, http://www.dignityinschools.org/files/ModelCode_Webinar_RestorativeJustice.pdf
Authoritative School Discipline
RP aims to a) promote support and connection, b) uphold structure and accountability, c) integrate fair process and student voice.
29
Schiff’s summary of a Restorative Approach
• Focuses on relationships • Gives voice to the person harmed and the person
who caused the harm• Engages collaborative problem-solving• Dialogue-based decision-making process • An agreed upon plan leads to actions aimed at
repairing the harm done.
(Schiff, 2013)
30
Multiple Tiered System of Supports
“Restorative questions”
Questions to ask the disputanto What happened? What were you thinking about at the time? What
have your thoughts been since?o Who has been affected by what you did? In what way have they
been affected?o What do you think you need to do to make things right?
Questions to ask those harmed or affected by the incident• What did you think when you realized what had happened? • How has this affected you and others? What has been the hardest
thing for you? • What do you think needs to happen to make things right?
32(From: Costello, Wachtel, & Wachtel, 2010)
From anecdote to evidence
International Research• Scotland• England• Wales• Canada• Hong Kong• Australia• New Zealand• Brazil
For more details see: Schiff, M. (2013). Dignity, disparity, and desistance: Effective restorative justice strategies to plug the “school to prison pipeline.”
Single case studies reducing discipline incidents
Example: West Philadelphia High School (pre-RP 2006-2007; post-RP 2007-2008)
From Lewis, S. (2009). Improving School Climate: Schools Implementing Restorative Practices.
What the students might experience
through the RP ElementsMy teacher is respectful when talking about feelings. (Affective Statements)
When someone misbehaves, my teacher responds to negative behaviors by asking students questions about what happened, who has been harmed and how the harm can be repaired. (Restorative Questions)
My teacher uses circles to provide opportunities for students to share feelings, ideas and experiences. (Proactive Circles)
36
What the students might experience through the RP Elements
My teacher asks students for their thoughts and ideas when decisions need to be made that affect the class (Fair Process)
My teacher uses circles to respond to behavior problems and repair harm caused by misbehavior (Responsive Circles)
My teacher acknowledges the feelings of students when they have misbehaved (Management of Shame)
37
Teachers above (n = 16) and below (n = 13) the mean on student-perceived RP implementation and number of
misconduct/defiance referrals by race/ethnicity
38
2.92
9.13
1.69
0.77
0
1
2
3
4
5
6
7
8
9
10
High RP Low RPNum
ber o
f def
/mis
cond
uct r
efer
rals
African American/Latino
White/Asia
Gregory A., Clawson, K.,* Davis, A.*, & Gerewitz, J.* (2015). The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. Journal of Educational and Psychological Consultation, 25.
Oakland Unified School District
0
5
10
15
20
25
30
2011-12 2012-2013
% s
uspe
nded
one
or m
ore
times
Suspension rates by student race/ethnicity
BlackLatinoWhite
Jain, S., Bassey, H., Brown, M. A., & Kalra, P. (2014). Restorative Justice in Oakland Schools. Implementation and Impacts.
Recent findings from the Denver Public Schools
40
Restorative Conference,
Circle, orMediation
Lower chance of
future discipline
referral
Rigorous statistical analyses accounted for: race, gender, income, ELL status, disability status, severity and frequency of referral.
Conference students had a significantly lower odds of receiving office discipline referrals (OR = .22, p <.001) and suspensions (OR = .57, p <.001) in the second semester.
From:. Anyon, Y., Gregory, A. Farrar, J., Jenson, J. M., McQueen, J., Downing, B., Greer, E. & Simmons, J. (2016). Implementing restorative interventions and reducing future discipline sanctions in a large urban school district. American Educational Review Journal.
Findings from Anyon, Y., Gregory et al., 2016 study in Denver:
• A referred student who did not participate in an RI during the first semester had a 72% probability of receiving one or more ODRs in the second semester.
• A referred student who did participate in at least one RI in the first semester had a much lower (28%) probability of receiving one or more ODRs in the second semester.
On-going federally-supported randomized controlled trials
• North Carolina:o A Group Randomized Trial of Restorative
Justice Programming to Address the School to Prison Pipeline, Columbus County Schools, NC
• Pennsylvania: o Pursuing Equitable Restorative Communities,
Pittsburgh, PA
• Maine: o Randomized Controlled Trial of Restorative
Practices in Maine
Research on RP and its promise to reduce disparities is needed
• RP’s focus on developing an authoritative climate in the classroom through a range of practices (e.g., proactive circles, affective statements, restorative questions) may elicit trusting teacher-student interactions in which students feel supported and treated fairly.
• With improved relationships, distrust, implicit bias and cultural misunderstanding may be reduced between teachers and students historically over-represented in school discipline (Gregory et al., 2011, Simson, 2012).
• A sensitivity to individual student perspectives and the collective voice of students accompanied by consistent and fair accountability for jointly-developed classroom rules may reduce the likelihood that students in stigmatized groups will be excluded from the classroom for discipline reasons.
• Adults may need a equity-conscious approach to implementation43
Fidelity of implementation
matters
A teacher recently explained:
“…So many initiatives came our way. So it’s hard to know what to prioritize…once you leave a training you get in your classroom and there’s so much that they expect from you.
…We have a training and maybe that next week teachers will go in and use those circles. Then it gets lost...” (Korth, 2015)
Post training excitement!
8%16%
8% 10% 14%
92%84%
92% 90% 86%
0%10%20%30%40%50%60%70%80%90%
100%
DisagreeAgree
(N = 50)
Most feeling prepared…
21%
79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Strongly/Somewhat disagree Strongly/Somewhat agree
The training really helped me learn RP
(N = 77)
BUT….a year later close to half of respondents reported that they had not
facilitated any circles throughout the school year
44%
15%
31%
8%2%
none
one
two to ten
eleven to thirty
one hundred
“Sit and get” workshops are not enough
• We can increase knowledge, but changing behavior is harder.
• We need high quality implementation supports.
Program implementation
RestorativeApproaches
Fidelity of Implementation Outcomes
Implementation supports;
Administrator leadership
High quality staff training
What do we know from “implementation science”?
Implementation supports:• Coaching/Modeling
• Practice
• Performance feedback from a coach
• Professional Learning Groups
• Positive reinforcement (shine a light on success)
• Administrators communicate priorities
Consistently engage staffDiscuss fundamental questions on a regular basis:
• What is the purpose of school discipline? • What does it mean “to hold a student
accountable”? • How does implicit and explicit bias relate to the way
school discipline is meted out? • What does it really mean when we say we “provide
behavioral supports” to students?• What systematic supports are in place to help
teachers run engaging, motivating, and “identity safe” classrooms?