A Qualitative Study of Principal Perspectives on the Implementation of Restorative Practices

With student discipline becoming a growing area of concern in public schools, the staggering number of office referrals and student suspensions following incidents of student misbehavior has caused principals to seek alternative methods. Restorative practices aim to teach students appropriate behaviors by focusing on reflection, repair, and open communication following incidents of misbehavior. The purpose of this basic, interpretive qualitative study was to explore school principals’ perceptions and experiences related to the implementation of restorative practices. The researcher hopes key findings will assist with future implementation efforts in schools and support principals seeking to change their practices from traditional discipline efforts to restorative approaches. The findings from this study revealed numerous implications for future research as well as recommendations for practice. Results from semi-structured one-on-one interviews with six public school principals revealed that there are advantages, processes, and pitfalls that can guide future research and implementation efforts. Participants consistently reported the benefits of implementing restorative practices in their schools to include improved relationships and fewer suspensions. Findings suggest that relationships, expectations, accountability, professional development, and mindset all play an important role in successful implementation. Additional research investigating the balance of restorative practices and traditional consequences and the impact on student academic performance is still needed.