Abstract
To understand the factors that impact classroom application of restorative practice circles, this study asks, (1) how do educators apply restorative practices? and (2) what supports and barriers emerge during the daily application of restorative practices in schools? Guided by ecological systems theory and a mixed-methods approach, we use correlation analysis, ethnographic fieldnotes and interviews to demonstrate (1) significant associations between teacher circle constructs and how it impacts student circle constructs and overall circle quality, (2) the development of multifaceted support approaches for teachers, and (3) barriers in the daily minutia of restorative practices.
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