Abstract

The purpose of this study was to investigate the effectiveness of restorative practices and social emotional learning in diverse school settings. This research was driven by the overarching question, what is the relationship between SEL and RP in diverse school systems? Moving into the case study the guiding question was, what are teachers’ perceptions of the impact of RP and SEL on students of color? The research suggested that restorative practices were a means to creating a more equitable school community (Herrenkohl,2019; Manassah, 2018; Myers, 2017). The research also discussed the importance of restorative practices requiring a strong SEL foundation to be most effective (Hulvershorn, 2018). Both SEL and RP curriculums were examined in a culturally diverse school located outside of Boston through personal interviews and a focus group. The researcher was able to gain insight into three categories: teacher preparation, school/classroom community, and restorative circles. The findings suggested that the nature of restorative circles was the most equitable and provided all students regardless of race, gender, or socioeconomic class with an empowered voice inside their classroom community.

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