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Abstract

Zero tolerance discipline philosophies, dominant in school systems in the United States, contribute to systemic racial, economic, and gender disparities in disciplinary outcomes and educational opportunities. These disparities are linked to deleterious mental and physical health outcomes for youth, particularly Youth of Color, that reverberate throughout their lives. In response, many schools have implemented restorative justice (RJ) programs. This scoping review synthesizes the findings of 20 empirical studies assessing the efficacy of RJ programs in improving student outcomes. Most studies found positive outcomes associated with the interventions, particularly in community-building, self-esteem, relationships, and reductions in exclusionary discipline practices. Simultaneously, race, gender, dis/ability, language, and economic disparities were frequently maintained. These findings point to the need for schools to take an equity approach when rolling out restorative interventions to prioritize benefits for traditionally marginalized students and explicitly tackle systemic inequities and disparities.

Keywords

African Americans/Black Americans education – K-12 scoping review racism program evaluation

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Restorative Justice Processes in K-12 Schools: A Scoping Review

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