The Implementation of Restorative Practices in North Carolina Public Elementary Schools

<p style="font-weight: 400;">This study evaluates the state of implementation of Restorative Practices (RPs) across 14 North Carolina public elementary school districts. This research strives to answer whether well-funded public North Carolina elementary schools have successfully implemented RPs compared to lower-funded North Carolina public elementary schools. Studying the implementation of RPs within public North Carolina elementary schools is important for several reasons. Missed classroom time hinders children and youth from receiving education, securing future employment, and participating fully in our democracy. Furthermore, existing research highlighting RP implementation within middle and high schools demonstrates that RPs have the potential to work when implemented successfully. Therefore, additional research on RP implementation in elementary schools is crucial, as this period is essential for instilling positive behavior patterns within children. There currently does not exist robust research on the state of RPs within North Carolina public elementary schools. Employing a mixed-methods approach, this study incorporates quantitative data on school funding and demographic factors with qualitative insights gathered through surveys, an interview, and RP workshops. The findings in this thesis reveal that while RPs are implemented in both low- and well-funded North Carolina public elementary schools, there exists challenges in successful implementation. Challenges to implementation include lack of implementation data and teacher resistance to RPs. Ultimately, the findings in my research underscore the need for 1. A systematic measure to understand RP implementation across North Carolina public school districts, 2. Greater use of implementation data, 3. Increased investment in resources to support staff buy-in, and 4. Increased district wide access to RPs. Given that my research is one of the first to explore RP implementation across North Carolina public elementary schools, my research highlights several future research opportunities to explore. Key future research opportunities include teacher perceptions of RPs and its effect on implementation, parent and caregivers&rsquo; approaches to discipline and its effects on RP implementation within schools, the relationship between children with high Adverse Childhood Experience (ACE) scores and the effects that RPs have on their social-emotional learning (SEL), and longitudinal studies to reveal potential causal relationships of RPs with factors including educational attainment.