The Effects of Restorative Practice Curriculum on Student Behavior at A Disciplinary Alternative Secondary Campus

This mixed-methods, sequential explanatory case study was designed to assess the effects of a Restorative practices intervention curriculum on student behavior at a disciplinary alternative secondary campus, and to assess the effects of this curriculum on teacher and administrator decisions regarding student discipline, through the lenses of Social Justice Theory. There is currently no data available on the effects of Restorative practices among students who are already receiving the impact of exclusionary discipline in schools in the United States. Quantitative data was extrapolated using campus disciplinary data over the course of two academic school years. Qualitative data was extrapolated through a 42-question survey protocol and an eight-question interview protocol. The results assert Restorative practices curricula appear to have a positive impact on student’s behavior, teacher’s classroom management decisions, and administrator’s disciplinary decisions at the disciplinary alternative school.