Restorative Justice in Elementary Schools: Building a Sense of Community
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
Restorative Justice Practices (RJP) are an ever growing implementation in schools across America. RJP are in response to ineffective punitive practices that involve stigmatizing and a me vs you mindset in schools. RJP in schools focus on the web of relationships that affect students' academic and personal life. These practices promote a holistic community approach that includes student voice in responsive and proactive community circles (Morrison & Ahmed, 2006). This classroom research analyzes literature pertaining to RPJ in conjunction with a self study including 22 fourth graders in a public school in Chicago I collected anecdotal notes, audio recordings, students post-survey, and classroom artifacts to answer these research questions: What happens when I incorporate restorative justice practices into my classroom's daily routine? How does the implementation of community circle affect my 4th grade students' sense of community? In this research, I stress how schools have a responsibility to help the child grow as a person, not just as an academic scholar. I argue that providing students with restorative skills such as self-regulation, responsible-decision making, relationship skills, and social skills helps build up students into people that help add to an upstanding community.
Restorative Justice in Elementary Schools: Building a Sense of Community
State Farm Hall
Restorative Justice Practices (RJP) are an ever growing implementation in schools across America. RJP are in response to ineffective punitive practices that involve stigmatizing and a me vs you mindset in schools. RJP in schools focus on the web of relationships that affect students' academic and personal life. These practices promote a holistic community approach that includes student voice in responsive and proactive community circles (Morrison & Ahmed, 2006). This classroom research analyzes literature pertaining to RPJ in conjunction with a self study including 22 fourth graders in a public school in Chicago I collected anecdotal notes, audio recordings, students post-survey, and classroom artifacts to answer these research questions: What happens when I incorporate restorative justice practices into my classroom's daily routine? How does the implementation of community circle affect my 4th grade students' sense of community? In this research, I stress how schools have a responsibility to help the child grow as a person, not just as an academic scholar. I argue that providing students with restorative skills such as self-regulation, responsible-decision making, relationship skills, and social skills helps build up students into people that help add to an upstanding community.