In this article, Kervick and colleagues posit that restorative practices (RP) implementation promises to mitigate educational inequities resulting from discipline disparities for youth with disabilities and youth of color. Recent efforts to reduce these disparities have emphasized more relational approaches to behavioral change. Kervick et al. argue that nonpunitive restorative approaches promise to mitigate discipline disparities for racialized youth and youth with disabilities within a schoolwide multitiered systems of support framework only if implemented with an emphasis on educational access and equity. They offer practical tools and strategies to support teachers with implementation of inclusive, accessible, and equitable Tier 1 restorative circles.
Skip Nav Destination
Article navigation
Winter 2019
Research Article|
December 01 2019
The Emerging Promise of Restorative Practices To Reduce Discipline Disparities Affecting Youth with Disabilities and Youth of Color: Addressing Access and Equity
TRACY ARÁMBULA BALLYSINGH;
TRACY ARÁMBULA BALLYSINGH
University of Vermont
Search for other works by this author on:
BERNICE RAVECHE GARNETT;
BERNICE RAVECHE GARNETT
University of Vermont
Search for other works by this author on:
LANCE C. SMITH
LANCE C. SMITH
University of Vermont
Search for other works by this author on:
Harvard Educational Review (2019) 89 (4): 588–610.
Citation
COLBY T. KERVICK, MIKA MOORE, TRACY ARÁMBULA BALLYSINGH, BERNICE RAVECHE GARNETT, LANCE C. SMITH; The Emerging Promise of Restorative Practices To Reduce Discipline Disparities Affecting Youth with Disabilities and Youth of Color: Addressing Access and Equity. Harvard Educational Review 1 December 2019; 89 (4): 588–610. doi: https://doi.org/10.17763/1943-5045-89.4.588
Download citation file:
Sign in
Don't already have an account? Register
Client Account
You could not be signed in. Please check your email address / username and password and try again.
Sign in via your Institution
Sign in via your Institution
1,289
Views
0
Citations
Citing articles via
Relative Racialization and Asian American College Student Activism
SAMUEL D. MUSEUS
Datafication Meets Platformization: Materializing Data Processes in Teaching and Learning
LUCI PANGRAZIO, AMY STORNAIUOLO, T. PHILIP NICHOLS, ANTERO GARCIA, THOMAS M. PHILIP
Platform Studies in Education
T. PHILIP NICHOLS, ANTERO GARCIA
The Economic, Social, and Political Dimensions of Platform Studies in Education
Alyssa Napier, Abigail Orrick
Book Notes
ALYSHA BANERJI, ABIGAIL ORRICK, ERIC TORRES