Document Type
Article
Publication Date
7-17-2025
Abstract
The COVID-19 pandemic has profoundly impacted educational landscapes by disrupting instructional modalities, widening equity gaps, and accelerating the mental health needs of students and educators. This qualitative study explores the perspectives of school-based restorative justice (RJ) practitioners as they navigated challenges and opportunities during the pandemic and reflected on its potential role in recovery efforts. Through a participatory action research (PAR) process, survey data were collected from RJ practitioners and leaders across diverse educational settings to examine (1) the impact of the pandemic on RJ implementation, (2) the priorities of educators in pandemic recovery, and (3) the role RJ can play in school recovery efforts.
Recommended Citation
Abdou, A.S., & Mayworm, A. (2025). “RJ is about learning how to be together”: A qualitative study of school-based restorative justice and pandemic recovery. Contemporary School Psychology. https://doi.org/10.1007/s40688-025-00559-2
Peer Reviewed
1
Copyright
The authors
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Education Commons, Social and Philosophical Foundations of Education Commons
Comments
This article was originally published in Contemporary School Psychology in 2025. https://doi.org/10.1007/s40688-025-00559-2
This scholarship is part of the Chapman University COVID-19 Archives.