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Many institutions of higher education are finding the likelihood of students returning to the university after a disciplinary suspension is somewhat higher than in past decades. Students who return have different stories and experiences that are important to any reintegration to a community. Restorative Justice practices can play a large part in making someone feel accepted, forgiven, and allows for rebuilding relationships. Between work done in prisons or in K-12 schooling, reintegration programs can look extremely different. Through semi-structured interviewing four (4) students at the University of Dayton who have successfully reintegrated to the community, I explored their perspective on what is most and least helpful during their reintegration experience. Results show that having a reintegration program significantly aided students in feeling more welcomed back to campus and ensured that they continued on a path for success concurrent with their personal goals. In future practices, schools should create a reintegration program that is more uplifting and positive such as Restorative Justice Practices, versus a punitive approach causing a further decline in student and staff relations. Having support and resources readily available at the beginning has shown to be the most beneficial for returning students.

Publication Date

4-24-2019

Project Designation

Graduate Research

Primary Advisor

Graham F Hunter

Primary Advisor's Department

Counselor Education

Keywords

Stander Symposium poster

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Presenter: Emily Katherine Dotson

The College Student Perspective on Reintegration

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