School Educators’ Perspectives on Restorative Practices in Aotearoa, New Zealand Elementary Schools

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Michael Hemphill, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The purpose of this paper was to investigate school educators’ perspectives on Restorative Practices (RP) in Aotearoa, New Zealand elementary schools. Based on a case study design, this study collected qualitative data by interviewing and observing elementary teachers and principals. Five themes were drawn from the data: showing empathy, making decisions, managing emotions, building relationships, and empowering students. The findings indicate that RP are effective pedagogical practices that facilitate social and emotional learning and provide an alternative to zero-tolerance discipline in elementary schools. We argue teachers’ and principals’ voices can inspire and inform future directions of school-based SEL programs and interventions grounded in RP. This paper provides evidence from educators that discipline policies can be changed from punitive to proactive Restorative Practice.

Additional Information

The New Educator, 18(1-2)
Language: English
Date: 2022
Restorative Practices, Elementary Education

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