Teachers’ Perceptions About Using Restorative Practice Based Programs in Schools

Abstract

This qualitative study is an investigation into teacher’s perceptions about using restorative practice based programs in schools. A grounded theory approach was used to understand teachers’ individual experiences, identifying both the positive features and limitations of restorative processes. Participants completed a survey with guiding questions that explored three main areas: (a) strengths, (b) limitations, and (c) overall teacher perceptions of using school based restorative programs. Analysis revealed that teachers support using restorative programs in schools but are concerned about limitations including funding, time commitment, and training. An emergent theory is presented along with a discussion of the research implications an suggestions for future research.