Restorative Justice in the High School Classroom

Jamie Greene

EDOL 750

2.1 Writing Exercise: Smoothness of Expression

Dr. McCarty

Brandman University

Irvine, California

School of Education

Submitted in partial fulfillment of the requirements for the degree of

Doctor of Education in Organizational Leadership

September 18, 2016

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Restorative Justice in the High School Classroom

The zero-tolerance discipline policy subjected students to demeaning treatment.

Additionally, it created an environment of distrust, threatening security presence, and

disciplinary policies that were unfair to the students.

Hostile Learning Environments Lead to Increased Drop Out

In 2013 the Vera Institute of Justice reported an alarming rise in youth

suspensions since the implementation of the zero-tolerance policy. They found more

than 60% of middle school and high school students were suspended or expelled at one-

point Brown, Fratello, Kapur, and Trone (2013). Numerous studied found students were

criminalized and viewed as “disruptive and problematic” as reported by Fenning and

Rose, (2007); Fergusen, (2001); Fine, (1991); Mazama & Lundy (2012). Suh and Suh,

(2007); Sullivan, (2007) reported an increase in hostile learning environments that in turn

lead to increased drop out rates.

Restorative Justice

In response to the zero-tolerance policy and increased distrust in schools,

advocacy groups urged educational institutions to adopt a framework the includes

creating a positive school environment. Additionally, Sullivan (2007) postulates the

importance of students developing school policies that effect their education.

Multiple studies validate strong student-teacher relationships, student-centered

academic curriculum, positive and caring school cultures decrease drop-out rates,

effectively resocialize student academically and diminish inequalities in schooling.

Schools who adopted the restorative justice framework noted a dramatic decrease in

behavioral issues and suspensions on campus Community Asset Development Redefining

Education [CADRE], (2010); Lewis, (2009).

Conclusion. In conclusion, the focus of this research is to develop a sustainable

restorative justice environment for high school students through the implementation of

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Transformational Leadership training for educators. There is compelling evidence to

move away from the zero-tolerance policy and implement a restorative justice policy.

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References

CADRE (2010). Redefining dignity in our schools: A shadow report on school-wide

positive behavior support implementation in south los angeles, 2007–2010.

Los Angeles, CA: Author. Available online at www.cadre-la.org.

Fenning, P., & Rose, J. (2007). Overrepresentation of african american students in

exclusionary discipline: The role of school policy. Urban Education, 42(6), 536–

559.

Fergusen, A. (2001). Bad Boys: public schools in the making of black masculinity. Ann

Arbor: University of Michigan Press.

Fine, M. (1991). Framing dropouts: notes on the politics of an urban high school.

Albany: State University of New York.

Mazama, A., & Lundy, G. (2012). African american homeschooling as racial

protectionism. Journal of Black Studies, 43, 723–748.

Suh, S., & Suh, J. (2007). Risk factors and levels of risk for high school dropouts.

Professional School Counseling, 10, 297–306.

Sullivan, E. (2007). Deprived of dignity: degrading treatment and abusive discipline in

New York City & Los Angeles Public Schools. New York: National Economic

and Social Rights Initiative.

Vera Institute. (n.d.). Retrieved September 18, 2016, from

https://www.vera.org/publications/a-generation-later-what-weve-learned-about-

zero-tolerance-in-schools

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