RESTORATIVE JUSTICE PRACTICES AS UNDERSTOOD AND PERCEIVED BY TEACHERS IN TWO RURAL GEORGIA MIDDLE SCHOOLS

Abstract

The purpose of this mixed methods study was to examine how Restorative Justice was understood and perceived by teachers at two rural middle schools. The state previously mandated a portion of the district’s funding be designated to address disproportionality in discipline across all grade levels to include the middle schools. In Southern County School District, administrators chose to address the problems of disproportionality, zero tolerance, and the school-to-prison pipeline through the use of a Restorative Framework. The goal was to bring awareness to the district leadership of current Restorative Justice understandings and perceptions within the district and add to the academic body of literature. Using a concurrent triangulation mixed methods model, this study answered the overarching research question, How do teachers understand and perceive Restorative Justice practices in two rural Georgia middle schools? Teacher surveys (n = 25) were processed for possible differences and relationships using Mann Whitney U and Spearman’s Rho analyses. Analyses revealed no significant difference between teachers’ perceptions and understandings separately. There was a significant positive relationship between teachers’ understandings and perceptions. The analysis of the qualitative interviews involving 12 participants uncovered themes from teachers related to Restorative Justice, both positive and negative. Some positive themes were building relationships, student ownership and community, and giving everyone a voice. Some undesirable themes were lack of teacher training, lack of community support, and lack of consequences. Recommendations based on findings were offered through a website built for the school district by the research team.