The Effects of Restorative Practices on Teacher Perceptions of Classroom Relationships and Instructional Effectiveness
Year: 2026
Type: article
Abstract: Teacher-student relationships are at the center of all effective classrooms. When students become disengaged, the educator must find a way to re-engage the student. Not only does disengagement impact student achievement and mental health, but it also affects classroom rapport and teachers’ feelings of effectiveness. Restorative Practices offer practical, relationship-based approaches to re-engage students who may have disengaged from the school environment for various reasons. This action research aimed to determine the effects of Restorative Practices on teacher perceptions of teacher-student relationships, classroom rapport, and instructional effectiveness with disengaged students. The study was conducted in the largest school in Oklahoma, with five junior-level English classes. Qualitative data were collected from the researchers only. Trends in this study’s findings demonstrate improvements in teacher-student relationships, classroom rapport, and feelings of instructional efficacy when Restorative Practices were implemented. Recommendations from this research include sharing findings with administrators and staff, continued research and finding additional resources to implement Restorative Practices, and ongoing implementation of Restorative Practices with further monitoring.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7204646436