Becoming Restorative: A Mixed-Methods Analysis of Educator and Student Perspectives of Restorative Practices Implementation.

This article analyzes the implementation of restorative practices in K–12 schools across four Michigan districts following a statewide mandate requiring their consideration in disciplinary decisions. Using an explanatory mixed-methods design—including surveys of 493 educators and 4,805 students and interviews with 47 staff—the study examines educator and student perceptions, frequency of use, and organizational factors influencing implementation. Findings reveal that about half of teachers, especially in elementary schools and in one district with strong leadership support, regularly use proactive circles, a key community-building practice, while formal restorative conferences are less commonly used by administrators and support staff. Student perceptions generally acknowledge educators' use of restorative approaches but express skepticism about their effectiveness in reducing conflict and building community, particularly at the secondary level. The study highlights the critical role of leadership, alignment with existing practices (such as Positive Behavioral Interventions and Supports), and integration into disciplinary routines in shaping implementation fidelity and suggests that variations in school culture and educator beliefs influence the uptake of restorative practices across school levels.