Effects of a Restorative Justice Based Intervention on Peer Victimization and Positive Youth Development Outcomes at the Middle School Level

Abstract

Peer victimization in U.S. schools is a serious social issue. Research shows aggressive behavior toward peers peaks during the middle school years. However, existing interventions to combat bullying and victimization have decreased efficacy with youth as they age. This dissertation research sought to evaluate an intervention aimed at addressing the issue of peer victimization with middle school aged students. This approach known as restorative justice conceptualizes harm as a violation of human relationships and emphasizes dialogue, accountability, reconciliation, and reintegration as key components of healing and repair. This study’s sample was composed of 2,425 students from 13 middle schools. Seven schools composed the treatment group that received training, consultation and support as they implemented the Restorative Practices Intervention for a period of 2 years. Data were gathered pre- and post-intervention. Outcome measures included data on student experiences of peer victimization, levels of empathy, peer cooperation, and school connectedness. Results showed no significant differences in victimization outcomes between the treatment and control groups; however, significant pathways were found in models evaluating the effects of intervention components on positive youth development outcomes. Positive significant pathways were found between empathy and shame management and between peer cooperation and restorative dialogue. These results suggest that the restorative justice based intervention has the potential to influence positive youth development and enhance peer interactions in schools. These results also suggest directions for future research and important implications for policy and practice.