Building community and reforming school

discipline through Restorative Practices in

schoolsNJPSA, Monroe, NJ

Anne Gregory, Ph.D.annegreg@gsapp.rutgers.edu

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?