Date of Award

2023

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Barbara Cozza

Second Advisor

Richard Bernato

Third Advisor

Joan Birringer-Haig

Abstract

Restorative practices have the ability to shape the framework of communication in schools. Restorative circles are a safe space created to help students connect with their peers and build community with the guidance of a facilitator. The purpose of this qualitative narrative study is to explore the impact that restorative circles have on school connectedness at the high school level. By utilizing a theoretical framework linking critical theory, culture of care theory and the whole child approach, the researcher was able to examine how students connect with the school, their peers, and their restorative circle facilitator. The sample for this study consisted of ninth grade students, seven females and two males, whose ages ranged from 14 to 15, and all of whom were children of color and from a suburban New York public school district. Through 45-minute narrative interviews, the participants were able to share their experience with the program and the influence it had on their school relationships. Data were analyzed in this study through a triangulation of a logbook, interviews, and codebook. Each of these forms of data that were collected were used together in order to come to conclusions regarding students’ views on restorative circles and the school environment. The researcher came to four conclusions; (a) restorative circles allowed for students to understand the commonalities that exist between themselves and their peers, (b) students feeling connected to their restorative circle facilitator is imperative for school connectedness, (c) students feeling connected to their restorative circle facilitator is imperative for school connectedness, and (d) students feeling connected to their restorative circle facilitator is imperative for school connectedness. The researcher addressed the gap in the existing literature by exploring the perceptions of students and how restorative practices shape their ability to develop relationships with their peers, staff, community, and themselves.

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