Collaborative Conversations: Skill-Building Restorative Discipline. Promising Practices from Washington State
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| Title: | Collaborative Conversations: Skill-Building Restorative Discipline. Promising Practices from Washington State |
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| Language: | English |
| Authors: | Georgia Heyward, Fig Education Lab, Datability |
| Source: | Grantee Submission. 2024. |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Washington State Charter Schools Association Department of Education (ED) |
| Contract Number: | U282A190002 |
| Document Type: | Guides - Non-Classroom Reports - Research |
| Descriptors: | Punishment, Discipline, Discipline Policy, Conflict Resolution, Student Behavior, Social Emotional Learning, Evidence Based Practice, Program Implementation, Interpersonal Communication |
| Geographic Terms: | Washington |
| Abstract: | The purpose of this study was to understand one type of restorative discipline, collaborative conversations, which uses a structured dialogue process between an adult and a student to address disciplinary incidents. This study presents existing literature on restorative discipline and the benefits of a one-on-one model like the one discussed in this report. We offer step-by-step guidance for implementation based on literature and the experience of the case study school. At the case study school, implementation faltered in the first few years. Following changes, which included clearer protocols, a restorative discipline team, and improved data analysis routines, teacher and student outcomes improved. Following improvements to the model, teachers and staff were 300% less likely to report having power struggles with students, and student sense of belonging increased by 45%. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED662667 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to understand one type of restorative discipline, collaborative conversations, which uses a structured dialogue process between an adult and a student to address disciplinary incidents. This study presents existing literature on restorative discipline and the benefits of a one-on-one model like the one discussed in this report. We offer step-by-step guidance for implementation based on literature and the experience of the case study school. At the case study school, implementation faltered in the first few years. Following changes, which included clearer protocols, a restorative discipline team, and improved data analysis routines, teacher and student outcomes improved. Following improvements to the model, teachers and staff were 300% less likely to report having power struggles with students, and student sense of belonging increased by 45%. |
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