The Emerging Promise of Restorative Practices To Reduce Discipline Disparities Affecting Youth with Disabilities and Youth of Color: Addressing Access and Equity

KERVICK, COLBY T.; MOORE, MIKA; BALLYSINGH, TRACY ARÁMBULA; GARNETT, BERNICE RAVECHE; SMITH, LANCE C.

doi:10.17763/1943-5045-89.4.588

Cited by 28Education Discipline and InequalityBehavioral and Psychological StudiesLegal Issues in Education

The Emerging Promise of Restorative Practices To Reduce Discipline Disparities Affecting Youth with Disabilities and Youth of Color: Addressing Access and Equity

KERVICK, COLBY T., MOORE, MIKA, BALLYSINGH, TRACY ARÁMBULA, GARNETT, BERNICE RAVECHE, SMITH, LANCE C.·2019·Harvard Educational Review

DOI 10.17763/1943-5045-89.4.588

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Abstract

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.

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Kervick et al. (2019) argue that a critical step in achieving widespread and productive exposure to restorative practices is to ensure that teachers receive training in equity literacy, critical consciousness, bias awareness, and culturally responsive teaching.
“Indeed, Kervick et al. (2019) argue that a critical step in achieving widespread and productive exposure to restorative practices is to ensure that teachers receive training in equity literacy, critical consciousness, bias awareness, and culturally responsive teaching.”
From Fostering Belonging, Transforming Schools: The Impact of Restorative Practices (2023) · cites this paper as Kervick et al. (2019)

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Authors: KERVICK, C. T., MOORE, M., BALLYSINGH, T. A., GARNETT, B. R., & SMITH, L. C.
Affiliations: University of Vermont (US)
ORCID: KERVICK, COLBY T.
BALLYSINGH, TRACY ARÁMBULA
GARNETT, BERNICE RAVECHE
SMITH, LANCE C.
Venue: Harvard Educational Review
Publisher: Harvard Education Publishing Group
Published: 2019
Volume: 89
Issue: 4
Pages: 588-610
ISSN: 0017-8055 (ISSN-L)
1943-5045
DOI: 10.17763/1943-5045-89.4.588
OpenAlex: W2995498014
Cited by: 28
References: 39
Citations by year: 2026: 1 · 2025: 5 · 2024: 3 · 2023: 6 · 2022: 3 · 2021: 9 · 2020: 1
FWCI: 8.78
Type: journal article
Language: en
Open access: closed
Locations: Harvard Educational Review (publishedVersion)
Topics: Social Sciences › Education › Education Discipline and Inequality
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Law › Legal Issues in Education
Keywords: restorative practices, school discipline disparities, youth with disabilities, youth of color, educational equity, multi-tiered systems of support, restorative circles, inclusive education

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The Emerging Promise of Restorative Practices To Reduce Discipline Disparities Affecting Youth with Disabilities and Youth of Color: Addressing Access and Equity

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