Authors : Ridwan Ali Mahamoud; Abdirahman Khadar Abdihaad

Volume/Issue : Volume 9 - 2024, Issue 10 - October

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DOI : https://doi.org/10.38124/ijisrt/IJISRT24OCT1817

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Abstract : This study investigates the role of restorative circles in promoting a positive school climate, fostering student and parent engagement, and building trust and empathy within school communities. Employing a descriptive research design, the research explores correlations between restorative justice practices and student behavior in schools, using a sample size of 185 participants drawn from students, teachers, and parents. Non-probability sampling methods and random selection ensured representation, while ethical standards were upheld throughout the study. The findings indicate a broadly positive perception of restorative circles. For promoting a positive school climate and resolving conflicts, the overall mean score was 4.30 with a standard deviation of 0.78, reflecting favorable and consistent views on the circles' contributions to improving school environments and reducing disciplinary incidents. In fostering student and parent engagement, the mean score was 4.22 with a standard deviation of 0.80, indicating strong agreement that restorative circles foster respect among students and strengthen community ties, though parental involvement was rated more neutrally. The impact of restorative circles on building trust and empathy yielded a mean of 4.15 with a standard deviation of 0.80, with strong agreement on the role of these practices in fostering empathy among students and creating a supportive school environment. The study concludes that restorative circles are viewed as effective in promoting positive school climates, improving conflict resolution, and enhancing relationships within the school community. However, areas for improvement include increasing parental involvement and deepening students' understanding of others' perspectives. Overall, the consistency of responses, as evidenced by the relatively low standard deviations, suggests strong support for restorative circles in school settings.

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