Title: Positive Behavior and Reducing Discipline Issues in Elementary Schools: An

Action Research Study on Implementing Restorative Justice Practices

Introduction

In the realm of elementary education, maintaining a conducive learning environment

while nurturing positive behavior among students is a pivotal aspect for fostering holistic

development. However, schools often grapple with disciplinary issues that impede the

educational process, hinder student growth, and challenge educators' ability to create a

supportive atmosphere. Traditional punitive disciplinary methods often fail to address the root

causes of misbehavior and may exacerbate conflict, leading to recurrent issues among students.

Disciplinary problems within elementary schools persist as a significant issue, posing

challenges to maintaining a conducive learning atmosphere. These challenges often stem from

various factors, including socio-economic disparities, cultural differences, and inadequate

support systems for students facing behavioral issues (Jones et al., 2019). Conventional

disciplinary measures, such as suspensions or expulsions, while intended to maintain order, often

result in exclusionary practices that alienate students and fail to address the underlying reasons

for their behavior.

In contemporary elementary school settings, fostering positive behavior and managing

discipline effectively have emerged as critical focal points for educators, administrators, and

policymakers. The prevalence of disciplinary issues often disrupts the learning environment,

impacting academic progress and the overall well-being of students (Smith & Johnson, 2020).

Traditional punitive disciplinary approaches have exhibited limitations in addressing the root
causes of behavioral concerns, leading to a paradigm shift towards proactive and restorative

justice practices within educational settings. This action research proposal seeks to investigate

the efficacy of implementing restorative justice practices as a means of promoting positive

behavior and mitigating disciplinary challenges in elementary schools.

Restorative justice practices in educational settings have shown promise in addressing

disciplinary issues and promoting positive behavior among students. According to Morrison

(2017), restorative justice approaches emphasize community building, conflict resolution, and

repairing harm through dialogue and collaboration. Through restorative circles, mediation, and

conferencing, students are encouraged to take responsibility for their actions, understand the

consequences of their behavior, and develop empathy towards others.

In support of these findings, Gregory and Clawson (2018) highlight the effectiveness of

restorative practices in reducing suspension rates and fostering a more inclusive and supportive

school climate. Their research emphasizes the importance of proactive approaches to discipline

that focus on building relationships, fostering a sense of belonging, and providing opportunities

for students to reflect on their behavior.

Moreover, studies by Vaandering (2019) underscore the significance of restorative justice

practices in elementary schools, indicating a positive impact on reducing aggressive behavior,

promoting social-emotional learning, and improving overall school culture. Restorative justice

interventions not only address disciplinary issues but also contribute to enhancing students'

social skills, emotional regulation, and conflict resolution abilities.

The context of this action research involves a comprehensive exploration of elementary

school environments, encompassing diverse socio-economic backgrounds and cultural dynamics.

for implementing effective strategies to foster positive behavior and minimize disciplinary

issues. Furthermore, examining existing disciplinary frameworks within schools will provide

insights into the limitations of current approaches and the potential for restorative justice

practices to offer more inclusive and transformative solutions.

The primary purpose of this research is to delve into the implementation and evaluation

of restorative justice practices within elementary school contexts. Restorative justice represents a

paradigm shift in disciplinary approaches, emphasizing dialogue, empathy, and accountability

while focusing on repairing harm and restoring relationships (Garcia & Martinez, 2021). By

adopting this approach, the study aims to create an environment that promotes positive behavior,

resolves conflicts constructively, and nurtures a sense of community within the school.

An innovative aspect of this action research involves the adoption of restorative justice

practices as a transformative alternative to traditional punitive disciplinary measures. Restorative

justice approaches, including circles, conferences, and community-building activities, offer a

platform for dialogue and mutual understanding, fostering a culture of respect, responsibility, and

cooperation among students, teachers, and staff (Adams & Lee, 2018). By empowering students

to take responsibility for their actions and encouraging a supportive community ethos, these

practices have the potential to address behavioral concerns proactively while nurturing a positive

and inclusive school environment.

Purpose of the Research

The motivation for conducting this action research stems from an observed necessity

within an elementary school setting where traditional disciplinary methods have showcased
limitations in addressing behavioral issues among students. During regular interactions and

observations within the school environment, a significant need for a more effective approach to

discipline became apparent. Instances of recurrent disruptive behavior and disciplinary incidents

surfaced, revealing a gap in the school's ability to foster a positive and supportive atmosphere

conducive to learning.

Notably, it became evident that punitive measures alone were insufficient in addressing

the root causes of misbehavior and often resulted in temporary solutions without sustainable

behavioral improvements among students. Furthermore, these traditional approaches often

strained relationships among students, educators, and the school community at large, hindering

the establishment of a cohesive and nurturing learning environment.

This observed gap in addressing behavioral issues and fostering positive behavior

prompted a deeper inquiry into alternative approaches. Restorative justice practices emerged as a

compelling solution during discussions and consultations with educators, administrators, and

stakeholders within the school community. The principles of restorative justice resonated with

the shared desire to shift from punitive measures towards a more proactive, inclusive, and

relationship-centered approach to discipline.

The purpose of this action research is to investigate the feasibility and effectiveness of

implementing restorative justice practices within the elementary school context. By studying the

impact of these interventions on student behavior and the overall school climate, the research

aims to provide actionable insights that will inform the development of evidence-based strategies

for reducing disciplinary issues and promoting positive behavior among students.
 Through collaborative efforts with educators, administrators, students, and parents, this

research endeavors to contribute to the enhancement of the school's disciplinary framework,

ultimately fostering a culture of accountability, empathy, and mutual understanding within the

elementary school community.

This purpose aligns with the broader objective of striving for a learning environment

where students feel supported, valued, and empowered to learn and grow, while simultaneously

addressing disciplinary challenges through a more restorative and holistic approach.

Description of the Innovation

Restorative Justice Practices represent a paradigm shift in managing disciplinary issues

within elementary school settings. This innovative approach focuses on fostering a sense of

responsibility, healing, and reconciliation among students, staff, and the broader school

community. It is designed to proactively address behavioral problems, reduce disciplinary

incidents, and cultivate a positive school environment.

Restorative Justice Practices deviate from punitive measures by emphasizing dialogue,

empathy, and accountability. Instead of punitive consequences that often exacerbate conflicts,

this method seeks to mend relationships, address the root causes of misconduct, and prevent

recurrences by involving affected parties in a collaborative problem-solving process.

The planned innovation involves integrating Restorative Justice Practices into the school's

disciplinary framework. This includes:

administrators, students, and parents, about the principles and benefits of restorative

approaches to discipline.

2. Implementing Restorative Circles: Establishing regular circles where students and staff

gather to discuss issues, resolve conflicts, and build a sense of community. These circles

provide a safe space for open dialogue, empathy-building, and conflict resolution.

3. Conflict Resolution Strategies: Equipping students and staff with effective conflict

resolution skills through restorative methods. This includes techniques for active

listening, understanding perspectives, and finding mutually agreeable solutions.

4. Building Positive Relationships: Fostering positive relationships among students,

teachers, and the school community to create a supportive and inclusive environment

conducive to learning and personal growth.

5. Continuous Evaluation and Improvement: Collecting data on disciplinary incidents,

behavior patterns, and the effectiveness of restorative practices. Using this data to refine

and adapt the approach, ensuring continuous improvement.

The planned action research study aims to assess the impact of implementing Restorative

Justice Practices on reducing disciplinary issues and promoting positive behavior in elementary

schools. Through data collection, observations, and stakeholder feedback, the study will evaluate

the effectiveness of this innovative approach, providing valuable insights and evidence-based

strategies for enhancing school discipline and cultivating a more harmonious educational

environment.
 Goals of the Innovation

In aligning the objectives and goals of implementing Restorative Justice Practices within

elementary schools to national leadership in the Philippines and management standards, it's

important to focus on the specific educational priorities and standards set by the Department of

Education (DepEd) and Philippine educational frameworks. Here are potential objectives and

goals of the innovation and their alignment:

1. Objective 1: Foster a Positive School Climate

 Goal: Cultivate a supportive and inclusive environment by promoting empathy,

understanding, and collaboration among students, educators, and the community.

 Alignment: Aligns with DepEd's emphasis on creating learner-centered and

inclusive learning environments that support holistic development, as outlined in

the K to 12 Basic Education Curriculum.

2. Objective 2: Reduce Disciplinary Incidents

 Goal: Decrease the frequency and severity of disciplinary issues by addressing the

root causes through restorative practices and proactive conflict resolution

methods.

 Alignment: Aligns with DepEd's mandate to promote a safe and nurturing school

environment conducive to learning, as stipulated in the Child Protection Policy

and the DepEd Child Protection Policy Guidelines.

3. Objective 3: Enhance Student Engagement and Responsibility

participants in resolving conflicts through restorative dialogue and participation in

decision-making processes.

 Alignment: Supports the DepEd's learner empowerment principles by fostering

student agency, participation, and engagement, as emphasized in the DepEd's

Every Child a Reader Program and the K to 12 Enhanced Basic Education

Curriculum.

4. Objective 4: Strengthen Community Relationships

 Goal: Build strong partnerships between the school, families, and the local

community to support students' social-emotional development and academic

success.

 Alignment: Reflects the DepEd's initiatives toward community engagement and

partnerships, as outlined in the National Parents-Teachers Association (PTA)

Congress and the Brigada Eskwela Program that encourage community

involvement in education.

Aligning these goals and objectives with the national leadership priorities and management

standards in the Philippines showcases the commitment of the action research proposal towards

meeting the educational needs outlined by the Department of Education. Restorative Justice

Practices, when integrated into the school's disciplinary framework, not only align with but also

contribute to the overarching goals of creating safe, inclusive, and empowering learning

environments outlined by the Philippine educational leadership and management standards.

Prior to the commencement of the study, obtain informed consent from various

stakeholders, including school administrators, teachers, parents/guardians, and students. Provide

clear and comprehensive information about the research purpose, procedures, risks, and benefits,

ensuring voluntary participation and the right to withdraw without consequences. Ensure the

confidentiality of participants' information by anonymizing data and maintaining strict

confidentiality protocols. Protect the identity and privacy of all individuals involved in the study.

Respect the dignity and rights of participants throughout the research process. Prioritize their

well-being and ensure their comfort and safety during any discussions or interventions related to

the research.
References
Adams, J., & Lee, S. (2018). Implementing Restorative Justice Practices in Schools.
Journal of School Psychology, 30(1), 89-102.
Garcia, M., & Martinez, S. (2021). Restorative Justice in Education: A Transformative
Approach. Educational Review, 38(4), 567-584.
Gregory, A., & Clawson, K. (2018). Restorative Practices and the Promise of School
Community: A Multilevel Study of Prosocial Relations, Conflict Resolution, and School
Climate. Journal of Educational Psychology, 110(2), 173–180.
Jones, K., et al. (2019). Understanding Behavioral Issues in Diverse Elementary School
Settings. Educational Studies, 12(2), 211-228.
Morrison, B. (2017). Restorative Justice and the Law. Routledge.
Smith, R., & Johnson, L. (2020). Disciplinary Challenges in Elementary Schools: A
Review. Journal of Educational Psychology, 25(3), 456-471.
Vaandering, D. (2019). The Little Book of Restorative Justice in Education: Fostering
Responsibility, Healing, and Hope in Schools. Skyhorse Publishing.