Colby T. Kervick, Ed.D.
University of Vermont

Bernice R. Garnett, Sc.D.
University of Vermont

Amanda Davis Simpfenderfer, Ph.D.
College of William & Mary

Mika Moore, Ph.D.
Burlington School District

Lance C. Smith, Ph.D.
University of Vermont

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: restorative practices, disability, school discipline, inclusion

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