Impact of Restorative Justice and Restorative Practices 2023-2024

Abstract

The focus of this study was to examine the implementation and impact of Restorative Justice (RJ) and restorative practices in Montgomery County Public Schools (MCPS) secondary schools. Experiences and perceptions of school administrators, school-level RJ coaches, and central office RJ specialists were examined, and the perceived impact that RJ and restorative approaches had on students and the overall school environment at the middle and high school levels was assessed. This evaluation also set out to examine the effect of restorative approaches on students using student behavior incident; however some data limitations occurred. A non-experimental mixed-methods design was employed to investigate the experiences and perceptions of school administrators, school-level RJ coaches, and central office RJ specialists, as well as to assess what impact RJ had on students and the overall school environment. Surveys were administered to middle and high school administrators (N=23, a 33% response rate) and RJ coaches (N=23, a 47% response rate). Small group interviews were conducted with the central office RJ specialists (N=6, a 75% response rate). Additionally, trends in suspension rates; student behavior incident data, particularly among incidents categorized as Attack/Threat/Fighting and Disrespect/Disruption; and behavior resolution data were examined. A document review of the RJ Coach directory was also examined. As stated in a memo to the Board of Education (BOE), all schools were allocated a stipend for an RJ coach (MCPS, 2023b); the expectation was that all schools would designate a staff member to take on this role. Based on a review of the RJ coach directory, only 47% (N=36) of secondary schools had an assigned RJ coach for a total of 48 secondary RJ coaches (some schools opted for the RJ coach role to be shared between more than one staff member). Schools without a designated coach were supported by the instructional specialist assigned to their cluster. Among those who responded to the survey, a large majority of RJ coaches (87%) and administrators (86%) agreed they had a clear understanding of the RJ coach's responsibilities. Although the majority of RJ coaches who participated in the survey felt adequately trained, 39% felt inadequately trained and 35% were seeking more professional development. Central office RJ specialists identified their focus as building staff capacity, providing direct support to staff and students, and enhancing understanding of restorative practices across school communities. They aimed to dedicate 80% of their efforts to proactive preventive work. The specialists highlighted their biggest challenges as shifting mindsets and addressing misconceptions about RJ, particularly at the high school level; a need for more RJ specialists and fully or partially released RJ coaches at schools; and ensuring accountability and clear messaging from MCPS regarding implementation.