As more and more schools work to develop equitable and effective discipline strategies many are turning to restorative practices. However, there is no one correct way to implement a successful restorative justice program so schools are left to experiment with different practices and procedures to determine what works best for their school community. Research suggests that there are numerous benefits to developing a restorative program at a school but studies largely exclude the student perspective. Since students are a central part of a meaningful restorative justice program, it is important to hear their voices and experiences. The purpose of this research project is to better understand how student-leaders at a suburban middle school perceive their newly implemented restorative justice program and learn what their experiences can teach administrators and staff about how to improve the program. This research study focuses data collection on the student experience. Research methods include a focus group with student-leaders, interviews with administrators, and anonymous online surveys with the same student-leaders from the focus group. Findings suggest that restorative programs are most successful with students and teachers involved in the program understand and maintain their distinct roles in the restorative process. When roles are correctly implemented, student-leaders experience empowerment and leadership in their school community. As demonstrated in the findings, a lack of maintaining these roles leads to disempowerment of students. Additionally, it is crucial that the greater student body and school community understanding the purpose and process of a restorative program in order for the program to be successful.
","abstract_html":"<p>As more and more schools work to develop equitable and effective discipline strategies many are turning to restorative practices. However, there is no one correct way to implement a successful restorative justice program so schools are left to experiment with different practices and procedures to determine what works best for their school community. Research suggests that there are numerous benefits to developing a restorative program at a school but studies largely exclude the student perspective. Since students are a central part of a meaningful restorative justice program, it is important to hear their voices and experiences. The purpose of this research project is to better understand how student-leaders at a suburban middle school perceive their newly implemented restorative justice program and learn what their experiences can teach administrators and staff about how to improve the program. This research study focuses data collection on the student experience. Research methods include a focus group with student-leaders, interviews with administrators, and anonymous online surveys with the same student-leaders from the focus group. Findings suggest that restorative programs are most successful with students and teachers involved in the program understand and maintain their distinct roles in the restorative process. When roles are correctly implemented, student-leaders experience empowerment and leadership in their school community. As demonstrated in the findings, a lack of maintaining these roles leads to disempowerment of students. Additionally, it is crucial that the greater student body and school community understanding the purpose and process of a restorative program in order for the program to be successful.</p>","abstract_has_math":false,"creators":["Wagner, Amanda"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Jennifer Lucko, PhD","Shadi Roshandel, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-01T07:00:00Z","date_published":"2018-05-01T07:00:00Z","updated_at":"2026-07-24T02:04:44Z","subjects":["restorative justice","student voice","student empowerment","middle school","restorative practices","discipline","Educational Leadership","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/309","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jennifer Lucko, PhD","Shadi Roshandel, PhD"]},{"key":"dc:creator","label":"Author","values":["Wagner, Amanda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-04-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["restorative justice","student voice","student empowerment","middle school","restorative practices","discipline","Educational Leadership","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/309"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As more and more schools work to develop equitable and effective discipline strategies many are turning to restorative practices. However, there is no one correct way to implement a successful restorative justice program so schools are left to experiment with different practices and procedures to determine what works best for their school community. Research suggests that there are numerous benefits to developing a restorative program at a school but studies largely exclude the student perspective. Since students are a central part of a meaningful restorative justice program, it is important to hear their voices and experiences. The purpose of this research project is to better understand how student-leaders at a suburban middle school perceive their newly implemented restorative justice program and learn what their experiences can teach administrators and staff about how to improve the program. This research study focuses data collection on the student experience. Research methods include a focus group with student-leaders, interviews with administrators, and anonymous online surveys with the same student-leaders from the focus group. Findings suggest that restorative programs are most successful with students and teachers involved in the program understand and maintain their distinct roles in the restorative process. When roles are correctly implemented, student-leaders experience empowerment and leadership in their school community. As demonstrated in the findings, a lack of maintaining these roles leads to disempowerment of students. Additionally, it is crucial that the greater student body and school community understanding the purpose and process of a restorative program in order for the program to be successful.
"]},{"key":"dc:title","label":"Title","values":["The Student-Leader Voice in Restorative Justice Practices"]}]}],"canonical_facts":{"dc:contributor":["Jennifer Lucko, PhD","Shadi Roshandel, PhD"],"dc:creator":["Wagner, Amanda"],"dc:date.available":["2018-04-24T07:00:00Z"],"dc:description.abstract":["As more and more schools work to develop equitable and effective discipline strategies many are turning to restorative practices. However, there is no one correct way to implement a successful restorative justice program so schools are left to experiment with different practices and procedures to determine what works best for their school community. Research suggests that there are numerous benefits to developing a restorative program at a school but studies largely exclude the student perspective. Since students are a central part of a meaningful restorative justice program, it is important to hear their voices and experiences. The purpose of this research project is to better understand how student-leaders at a suburban middle school perceive their newly implemented restorative justice program and learn what their experiences can teach administrators and staff about how to improve the program. This research study focuses data collection on the student experience. Research methods include a focus group with student-leaders, interviews with administrators, and anonymous online surveys with the same student-leaders from the focus group. Findings suggest that restorative programs are most successful with students and teachers involved in the program understand and maintain their distinct roles in the restorative process. When roles are correctly implemented, student-leaders experience empowerment and leadership in their school community. As demonstrated in the findings, a lack of maintaining these roles leads to disempowerment of students. Additionally, it is crucial that the greater student body and school community understanding the purpose and process of a restorative program in order for the program to be successful.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/309"],"dc:subject":["restorative justice","student voice","student empowerment","middle school","restorative practices","discipline","Educational Leadership","Secondary Education"],"dc:title":["The Student-Leader Voice in Restorative Justice Practices"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:04:44Z"}