A Qualitative Inquiry
Open Access DepositedSchool Staff Perceptions of the Use of Restorative Justice with Students with Disabilities
In the 2017-2018 academic year, students with disabilities served under the Individuals with Disabilities Education Act (IDEA) comprised 13.2% of total enrollment but accounted for 20.5% of one or more in-school suspensions and 24.5% of one or more out-of-school suspensions (US Department of Education Office for Civil Rights, 2021). Among those facing expulsion, 23.3% had access to educational services, while 14.8% did not (US Department of Education Office for Civil Rights, 2021). Significant disparities persist in school discipline practices, with students with disabilities facing a heightened risk of exclusionary discipline (Kervick et al., 2019). Russell and Crocker (2016) highlight the potential of restorative justice practices (RJP) as alternatives to school zero-tolerance policies. The research on implementing restorative practices (RP) in educational settings is growing as scholars assess whether evidence supports RP's effectiveness in reducing exclusionary discipline practices (Kervick et al., 2019). However, there is limited literature on this practice concerning students with disabilities. This study employs a case study approach, complemented by a basic interpretive design, to explore restorative justice practices as an alternative to exclusionary discipline for students with disabilities. Examining the experiences of educators, administrators, staff, and practitioners in implementing restorative justice (RJ) practices illustrates how a school adopts RJ and identifies the facilitators and challenges involved in this process. The study's analysis reveals several themes, including RJ strengths for students with disabilities, buy-in, mindset shifts, RJ challenges, and the idea that RJ is a journey, not a destination.
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