Barriers to Restoration in the Classroom

Date of Award


Degree Name

Ed.D. in Leadership for Organizations


Department of Educational Administration


Elizabeth Essex


Antiquated discipline policies in schools affect marginalized students at higher rates than White students. Restorative practices (RP) offer schools a community approach to improve school relationships, climate, trust, and vulnerability for all stakeholders. This interpretivist qualitative study examines the perceptions of RP from seven veteran teachers at Lincoln Secondary Campus. The findings revealed that teacher reflexivity, administrative support, misinterpretations of RP, and teacher training are all critical elements in the restorative journey. The action plan proposes compulsory training sessions each semester for staff that is conducted by the International Institute for Restorative Practices and the use of students who are trained in RP peer mediation to increase campus understanding and participation in RP.


Restorative Practices, culturally responsive teaching, restorative justice, teacher reflexivity

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