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Cited by 34Education Discipline and InequalitySchool Health and Nursing EducationCrime Patterns and Interventions

Reframing school-based restorative justice as a structural population health intervention

Open access
Todić, Jelena, Cubbin, Catherine, Armour, Marilyn, Rountree, Michele, González, Thalia·2020·Health & Place
DOI 10.1016/j.healthplace.2020.102289PMC PMC10371223
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Abstract

School-based restorative justice has gained national prominence as an effective approach to interrupting the school-to-prison pipeline. Remarkably, despite its simultaneous positive association with academic success, school safety, and school connectedness, most scholars and practitioners do not associate restorative justice with health. Using ecosocial theory, we conceptualize school-based restorative justice as a structural population health intervention. Our findings indicate that students attending schools using restorative justice have lower odds of missing school due to adverse health and better academic outcomes compared to students who do not. Restorative justice shows promise as a structural intervention that can contribute to improving population health.

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Crossref · 10.1016/j.healthplace.2020.102289

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  • Prior research suggests that student exposure to restorative practices may be related to seven classes of outcomes: discipline, academic achievement, attendance, misbehavior, school climate, health, and victimization.

    “I relate student exposure to restorative practices to seven classes of outcomes that prior research suggests may be related to restorative practice exposure: discipline, academic achievement, attendance, misbehavior, school climate, health, and victimization (Darling-Hammond et al., 2020; Todic et al., 2020).”

    From Fostering Belonging, Transforming Schools: The Impact of Restorative Practices (2023) · cites this paper as Todic et al., 2020

    In “Restorative justice and pathways of embodiment” (page unavailable), the paper says prior studies suggest links with discipline, academic achievement, attendance, misbehavior, school climate, and school violence. Its Discussion (page unavailable) also reports associations with physical-health-related absence and grades. The copy does not specifically address student victimization as an outcome; reduced school violence is related but does not establish that seventh class. (LLM, conf=0.84)

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2 of the 71 references couldn’t be matched to a known paper.

Research works printed but not linked: 9

  1. Armour M, 2014a. Restorative disciple: a whole school approach. In: Paper Presented at the 10th Annual Texas Behavior Support State Conference, Houston, TX.
  2. Hox JJ, 2010. Multilevel Analysis: Techiniques and Applications, second ed. Routledge, New York, NY.
  3. Luke D, 2004. Multilevel Modeling. Sage University Paper. SAGE Publications, Inc, Thousand Oaks, CA.
  4. McMorris BJ, Beckman KJ, Baumgartner J, Eggert RC, 2014. Applying Restorative Justice Practices to Minneapolis Public School Students Recommended for Possible Expulsion: A Pilot Program Evaluation of the Family and Youth Restorative Conference Program. School of Nursing and the Healthy Youth Development. Prevention Research Center, Department of Pediatrics, University of Minnesota, Minneapolis, MN.
  5. Mirsky L, 2007. Safer saner schools: transforming school culture with restorative practices. Reclaiming Children and Youth 16 (2), 5– 12.
  6. Morson B, Blood P, Thorsborne M, 2006. Practicing restorative justic ein school communities; the challenege of culture change. Publ. Organ. Rev.: A Global Journal (5), 335– 367.
  7. Pranis K, Stuart B, Wedge M, 2003. Peacemaking Circles: from Crime to Community. Living Justice Press, St.Paul, MN.
  8. Reistenberg N, 2012. Circle in the Square: Building Community and Repairing Harm in Schools. Living Justice Press, St. Paul, MN.
  9. Skiba RJ, Mediratta K, Rausch MK, 2016. Inequality in School Discipline: Research and Practice to Reduce Disparities. Palgrave Macmillan, New York.

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Authors
Todić, J., Cubbin, C., Armour, M., Rountree, M., & González, T.
Affiliations
  • The University of Texas at San Antonio (US)
  • The University of Texas at Austin (US)
  • Occidental College (US)
Corresponding author
Todić, Jelena
ORCID
Venue
Health & Place
Publisher
Elsevier BV
Published
2020-03
Volume
62
Pages
102289
ISSN
1353-8292 (ISSN-L)
DOI
10.1016/j.healthplace.2020.102289
PMC
PMC10371223
OpenAlex
W3004771804
Cited by
34
References
71
Citations by year
2026: 4 · 2025: 10 · 2024: 5 · 2023: 6 · 2022: 4 · 2021: 5
FWCI
5.69
Type
journal article
Language
en
Open access
Licence
Locations
  • Health & Place (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
Eunice Kennedy Shriver National Institute of Child Health and Human Development (P2CHD042849)
Topics
  • Social Sciences › Education › Education Discipline and Inequality
  • Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
  • Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
Keywords
school-to-prison pipeline, ecosocial theory, school attendance, educational outcomes, school safety, school connectedness, student health, structural interventions
MeSH terms
Population Health, Adolescent, Female, Health Promotion, Humans, Male, Prisons, Schools, Social Justice, Students, Social Theory

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