The purpose of this study was to understand one type of restorative discipline, collaborative conversations, which uses a structured dialogue process between an adult and a student to address disciplinary incidents. This study presents existing literature on restorative discipline and the benefits of a one-on-one model like the one discussed in…

We present outcomes from a study testing the effect of professional development (PD) focused on integrating restorative practices into multi-tiered student support systems on how high school staff, students, and parents perceive their school's discipline practices. A total of 16 high schools enrolled in the 2-year study during which COVID-related…

Racial and ethnic disproportionality in discipline (REDD) represents a longstanding and pervasive issue in the United States educational system. However, researchers and interventionists have not sufficiently provided educators with appropriate frameworks and feasible tools to disrupt REDD and promote equity. The goal of this paper is to present a…

We report findings from a recent field test assessing the feasibility of training teachers in implementing restorative practices within a multi-tiered approach to supporting student behavior. First, we provide an overview of our training content, training delivery, and follow-up coaching. Second, we present overall outcomes from our field test…

Schools are increasingly turning towards restorative practices as a pathway to building schools with stronger relationships, justice, and equity. While effectiveness studies are increasing, too little attention is focused on evaluating implementation. This resources is for audiences who evaluate implementation of whole school restorative practices…

Despite widespread implementation of multi-tiered systems of support for behavior (MTSS-B), evidence of racial discipline disproportionality persists. We argue MTSS-B must prioritize racial equity and healing in schools. We first discuss how discipline has centered Whiteness, providing a brief history of relevant events and sociopolitical forces…

We conducted focus groups with high school staff, students, parents and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multi-tiered support system. Results indicated that all stakeholders valued trust and relationship building, and…

As interventions show promise for reducing school discipline disparities, it is important to understand what variables increase educators' commitment toward addressing racial equity in schools. In-depth interviews were conducted with a purposeful sample of 15 educators asked to describe pivotal events that shifted their own or others' active…