Restorative Justice in Elementary Classroom Music

In this pilot study, researchers surveyed elementary classroom music teachers to better understand their perceptions of Restorative Justice (RJ) practice and its implications for elementary music education. Results suggest that elementary music teachers mostly agree with RJ frameworks. However, respondents indicated they did not have the training necessary to utilize RJ. On one survey item, more than half of the participants chose a four or lower indicating low confidence in implementing RJ practices in the classroom. The juxtaposition of the high levels of agreement with RJ ideology and the negative perceptions of the approach and implementation calls for further exploration in music teacher education programs to better equip music educators to implement RJ practices in their classrooms.

The open-ended questions in the survey invited teachers to reflect on their classroom procedures and how they relate to the RJ framework. Some examples the respondents provided included building relationships and community in the classroom, establishing routines and procedures, using positive reinforcement, and allowing time for conversation with students. Additionally, teachers cited barriers for implementing RJ in their classroom procedures. Some of these obstacles include not enough time in class, curriculum mandates, large class sizes, and the low frequency of class meetings times in elementary music.

For many students, their elementary music teacher is their first and possibly last music teacher. Their experience in elementary music is essential to their continued participation in music-making and music programs. Aside from curriculum and instruction, classroom management is a topic that continuously emerges among elementary music teachers. The emphasis on Social-Emotional Learning further supports the need for RJ by focusing on the prevention of problematic behaviors through the development of students’ emotional and social skills, which inevitably would improve children’s experience in elementary music.

In looking over the survey tool, I was particularly struck by a few of the prompts that required responses via the Likert scale. The authors pulled out three key points: 1) It is my responsibility to develop empathy in students; 2) Repairing hurt requires sustained effort; and 3) Consequences for wrongdoing should include plans for reintegration into my classroom activity. I reflect on my own teaching and the role I can play in helping students realize their potential beyond artists, but also as humans. By redirecting negative consequences toward fostering positive relationships and communication, teachers can support students as they develop empathy and compassion, which can also foster their artistry.