Author ORCID Identifier

https://orcid.org/0009-0001-7362-9657

Date Available

5-1-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Education Sciences

Faculty

Dr. Beth Rous

Faculty

Dr. John Nash

Abstract

This three-article dissertation explores the use of restorative justice (RJ) in educational settings, with a specific focus on early childhood programs. Restorative justice is a conflict resolution approach that prioritizes repairing harm, restoring trust, and empowering individuals to self-advocate rather than relying solely on punitive measures. While research has demonstrated the success of RJ in middle and high schools, and to some extent in elementary schools, limited attention has been given to its application in early childhood education. This dissertation examines the potential benefits of RJ in early childhood classrooms, including fostering social-emotional learning, student-led conflict resolution, and a positive classroom climate. Additionally, this dissertation presents a professional development model designed to equip early childhood educators with the tools and strategies needed to implement RJ effectively. The training program includes core RJ principles, conflict resolution techniques, and classroom integration strategies, supported by structured instructional methods, ongoing support, and resources. By addressing this gap in the literature, this dissertation and included articles contribute to the growing field of restorative justice work in education and provides a developmentally appropriate framework for applying RJ in early childhood education.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.122

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