Disrupting the Status Quo: Case Study of Paladin Career and Technical High School's Use of Restorative Practices

Abstract

This dissertation research is a qualitative case study to describe and explore the experiences of staff and students using restorative practices at Paladin Career and Technical High School (Paladin), a 9-12 grade charter school in Blaine, Minnesota. Restorative practices were introduced in schools as an alternative means of handling problems as they arise; however have expanded as a whole school approach to build community, develop empathy, improve school climate and prevent problems before they occur. The aim of this study was to describe, 1) The process and turning points in integrating restorative practices at Paladin, 2) The students and staff understandings of restorative practices and the impact, 3) The implications for future school-based restorative practices at Paladin, and 4) What this case study analysis suggests about school-based restorative practices, policies and impact in general. All phases of the research were carried out through a critical race lens. Data at Paladin was collected through the review of archival documents and school policies, participant observations and interviews with seven staff and seven students. The research suggests Paladin disrupts the status quo for students and staff by making the system fit the individual not the individual fit the system, restoring self, strengthening interpersonal relationships, being a safer school, and focusing on solutions not suspensions. Key findings and potential implications are discussed for Paladin, restorative practitioners, other school stakeholders and for public policy.