Discipline in secondary education: an interpretive phenomenological analysis of restorative discipline in practice.

• Online Access: http://hdl.handle.net/2047/D20398319

AbstractSchools across the United States exercise an exclusionary practice that involves the removal of a student from the academic setting, as a consequence for minor to severe infractions to the code of conduct. Research on exclusionary practices has shown that students who are frequently suspended are more susceptible to developing negative perceptions on education, gaps in their learning, experience academic failure and eventually dropout out of school (Bowditch, 1993; Mitchell & Bradshaw, 2013). High school dropouts are more likely to discover their lives intersecting with the criminal justice system, perpetuating the 'school to prison pipeline' (Rocque & Snellings, 2018). The purpose of this study is to examine an alternative approach to outdated traditional discipline methods that are ineffective. The research question directing this inquiry is "What are the experiences of principals and assistant principals in public secondary education settings in implementing restorative discipline as a transformative and alternate discipline method?" The Interpretive Phenomenological Analysis (IPA) was utilized in order to develop a deeper understanding of how the participant's interpretation influenced the implementation, expressed efficacy and affected student outcomes. Four administrators, with experience in implementing a restorative discipline approach, participated in the study and were interviewed with a semi-structured interview protocol. The study concluded that restorative practice is an effective system for managing conflict, building relationships and capturing the voices of students. Restorative practice should not be consigned to just the purpose of discipline, but rather implemented as a means to build, support and maintain the culture of a school. The findings were consistent with studies that indicate the effectiveness of restorative practice in reducing suspension rates, improving relationships and developing a positive school culture. Keywords: restorative practice, discipline, exclusion, zero-tolerance, school culture