Reimagining School Discipline: A White, Female Principal's Experience Implementing Restorative Practices and SW-PBIS

Educators and researchers have been exploring alternative approaches to school discipline such as School-wide Positive Interventions and Supports (SW-PBIS) and Restorative Justice. There has been little research analyzing the effectiveness of both approaches implemented in tandem. Using an autoethnographic design, this study critically analyzes the beliefs and perceptions of one white, female school principal as she combines SW-PBIS and Restorative Practices at her racially diverse, Title I elementary school. The following research questions were addressed in this study 1) How has implementing restorative practices and PBIS simultaneously within a diverse, Title, urban-like school helped to shape my beliefs as a white female administrator? 2) As a white female principal, what are my perceptions of the staff response to a blended model of SW-PBIS and Restorative Practices? 3) How do I, as a white, female principal, contribute to the environment that produces discipline disparities? How do I combat it? Four themes emerged during the data analysis: A Pollyanna Principal, Deficit Mindsets, Zero Tolerance for Zero-Tolerance, and White Savior. The findings revealed connections between the themes and Critical Race Theory, exposing the impact of race in student discipline through my eyes as a white, female principal.