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Comparing a restorative justice school and a non-restorative justice school involved in consolidation: implications for perceptions of school climate
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Oliveira, Philip. Comparing a restorative justice school and a non-restorative justice school involved in consolidation: implications for perceptions of school climate. Retrieved from https://doi.org/doi:10.7282/t3-bd9e-b196

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TitleComparing a restorative justice school and a non-restorative justice school involved in consolidation: implications for perceptions of school climate
NameOliveira, Philip (author); Gregory, Anne (chair); Cleary, Timothy (co-chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2020
Other Date2020-08 (degree)
SubjectRestorative justice, School Psychology
Extent1 online resource (viii, 91 pages)
DescriptionThe current study compared student and staff perceptions of engagement of student voice, sense of community, and adult support within a Restorative Justice (RJ) school relative to a non-RJ school that did not have a restorative initiative. The study also considered the concept of “frame of reference” as it relates to perceived school climate. Specifically, the RJ and the non-RJ schools consolidated into a single high school. It was anticipated that the merged students and staff would draw on an RJ frame of reference, based on their prior school, as they rated their current non-RJ school climate. The study’s participants include 103 students and 28 staff from the RJ school, and 263 students and 25 staff from the non-RJ school. Students and staff completed 20-minute surveys. As expected, the regression analyses showed that students in the 2017 RJ school reported significantly higher engagement of student voice and adult support when compared to the students in the 2018 non-RJ school. Contrary to expectations, there were no significant differences in student-perceived sense of community. Also, there were no significant differences in staff-reported engagement of student voice, sense of community among students and adult support. Also, unexpectedly, the cohort of students in the 2018 non-RJ school who previously attended the 2017 RJ school did not experience engagement of student voice, sense of community and adult support differently than their peers that had only attended the non-RJ school. At the same time, responses to the open-ended survey questions suggest that, in the non-RJ school, there were few opportunities for expressing student voice.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-bd9e-b196
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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