Rethinking In-School Suspension through Restorative Practices

Abstract

This self-study focuses on the implementation of restorative practices (RP) with high school students assigned in-school suspension (ISS) for violating school rules. The investigation focuses on the use of two restorative practices (community circles and digital modules) as modes of restoration and behavioral change. Analysis of school disciplinary records and teacher reflections indicate that, overall, students were less likely to be referred to ISS again after completing the RP program and remained invested in meeting their behavioral goals. The success of the program appeared to be rooted in the ways the teacher built trusting, collaborative relationships through community circles and supported students’ development of self-regulatory skills though digital modules. However, for some students, the ability to leverage these assets outside of ISS was mitigated by other teachers’ negative perceptions of the students and their reputations as “troublemakers.” Implications for class- and school-level implementation of RP are discussed.