The potential of restorative practices to ameliorate discipline gaps: The story of one high school’s leadership team

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Katherine Cumings Mansfield, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The purpose of this “From the Field” article is to share the tentative results of community-engaged research investigating the impact of Restorative Justice Discipline Practices on persistent discipline gaps in terms of race, gender, and special education identification.

Additional Information

Educational Administration Quarterly, 54(2), 303-323
Language: English
Date: 2018
restorative practices, discipline, social justice, student voice, school culture, student–administrator relationships

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