Education and Restorative Justice in Education (RJE) strategies were severely hampered by COVID-19. In Newfoundland and Labrador, this study looked into how COVID-19 affected instructors' RJE practises (NL). The study concentrated on the effects of COVID-19 in three areas: connections between teachers and students, circle practise, and handling injury and disagreements. Online semi-structured interviews with four NL instructors who had used RJE during COVID-19 totaled seven. Thematic analysis was employed to examine the interview transcripts. The findings indicated that Circle practise and teacher-student interactions suffered during COVID-19. Due to the lack of face-to-face social interactions, RJE was infrequently utilised to resolve arguments and acts of damage among students. Opportunities for RJE practises were also brought about through COVID-19, including enhanced interactions between select students and their teachers. The pandemic underlined the necessity of implementing RJE in schools completely. It became clear that the participants' most pressing need for assistance for their RJE activities was the administration's comprehension of RJE. The findings showed that developing RJE practises in virtual environments is crucial going forward and that a whole-school strategy is necessary for the successful implementation of RJE.
To read more about this research click here.
St. John's, NL