Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Perspectives of Youth with Disabilities on Restorative Practice (RP) Circle Engagement and School Belonging

Colby T. Kervick, Ed.D., Bernice R. Garnett, Sc.D., Amanda Davis Simpfenderfer, Ph.D., Mika Moore, Ph.D., Lance C. Smith, Ph.D.
  • Colby T. Kervick, Ed.D. (Author) University of Vermont image/svg+xml
    Colby T. Kervick, Ed.D. is an Associate Professor of Special Education in the College of Education and Social Services at the University of Vermont. Dr. Kervick’s scholarship focuses on evaluating implementation of Restorative Practices in K-12 public school settings, effective practices for collaborating with families of children with disabilities, community schools and special education teacher preparation.
  • Bernice R. Garnett, Sc.D. (Author) University of Vermont
    Bernice R. Garnett, Sc.D. is the Adam and Abigail Burack Green and Gold Associate Professor in the College of Education and Social Services at the University of Vermont (UVM). Dr. Garnett is an interdisciplinary public health prevention scientist interested in youth educational and health disparities, food security, community schools, school climate, restorative justice and mixed methods community based participatory research.
  • Amanda Davis Simpfenderfer, Ph.D. (Author) College of William & Mary image/svg+xml
    Amanda Davis Simpfenderfer, Ph.D. is an Assistant Professor in the School of Education at the College of William & Mary. Dr. Simpfenderfer is a critical, quantitative scholar whose research centers on the relationship between higher education and post-graduate outcomes, interrogating organizational structures within higher education that create barriers to student success, and utilizing quantitative methods to advance equity and justice.
  • Mika Moore, Ph.D. (Author) Burlington School District image/svg+xml
    Mika Moore, Ph.D. is the Restorative Practices (RP) Coordinator in the Burlington School District. Dr. Moore was formerly a lecturer in the Department of Education at the University of Vermont where her teaching and research focused on issues of educational equity and access for underserved groups. Her current work focuses on RP implementation, encompassing teacher training and support, facilitation of district-level RP teams and RP systems and strategy planning.
  • Lance C. Smith, Ph.D. (Author) University of Vermont
    Lance C. Smith, Ph.D. is an Associate Professor in the School Counseling Program within the College of Education and Social Services at the University of Vermont. Prior to entering higher education Dr. Smith worked as a school counselor in northern Alaska and as a clinical mental health counselor in an urban setting. His research interests include critical consciousness, implicit bias, and restorative practices.
DOI
https://doi.org/10.64546/jaasep.571
Abstract
The literature base on Restorative Practice (RP) outcomes suggests that schools that adopt RP experience reductions in suspensions/expulsions and improved school climate. Yet data suggests disproportionality in exclusionary disciplinary practices persist. Less is known about whether there are differences among student populations in their perception of their experience with RP. This study examines student survey data, from a school district that has been implementing RP for 5 years. We conducted T-test analysis of student survey responses (grades 3-12) and compare whether there were statistically significant differences between students who identified as receiving IEP services and those who do not regarding their experience with RP circles. Findings suggest that some parts of RP circle engagement are perceived positively by all students. However, some statistically significant differences suggest variation in feeling respected by teachers and being listened to by peers. Additional findings illuminate how circle processes could be refined to be more inclusive.
Keywords
Classroom Environment, Discipline, Elementary Secondary Education, Equal Education, Inclusion, Individualized Education Programs
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How to Cite
Kervick, C. T., Garnett, B. R., Simpfenderfer, A. D., Moore, M., & Smith, L. C. (2025). Perspectives of Youth with Disabilities on Restorative Practice (RP) Circle Engagement and School Belonging. Journal of the American Academy of Special Education Professionals, 20(1), 97-118. https://doi.org/10.64546/jaasep.571

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  • Submitted December 10, 2024
  • Published February 15, 2025
  • Issue Winter 2025
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