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The power of community-building circles (a restorative practice approach): fostering Black and Latino students’ sense of belonging

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The power of community-building circles (a restorative practice approach): fostering Black and Latino students’ sense of belonging

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Content The Power of Community-Building Circles (A Restorative Practice Approach):
Fostering Black and Latino Students’ Sense of Belonging
Maurissa Anne Koide
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
August 2024

© Copyright by Maurissa Anne Koide 2024
All Rights Reserved

The Committee for Maurissa Anne Koide certifies the approval of this Dissertation
Cathy S. Krop
Maria Ott
Ekaterina Moore, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
This study applies the sense of belonging theory formulated by Baumeister & Leary (1995) to
explore if community-building circles help students gain frequent interactions plus persistent
caring leading to an increased sense of belonging. The purpose of this study was to examine how
participation in community-building circles (restorative practices approach) influences Black and
Latino students’sense of belonging. Using qualitative research methodology, 10 students: four
Black and six Latino students in Grades 6–12 who practiced community-building circles were
interviewed. Data analysis began with transcribing the voice-recorded interviews, and then
coding the transcripts to identify similar phrases, relationships to the conceptual framework,
patterns, and themes that emerge (Lochmiller & Lester, 2017). A hybrid coding strategy was
employed, combining deductive and inductive coding techniques to ensure a comprehensive and
nuanced analysis of the data. Findings from this study indicate that Black and Latino students
thrive when they are able to practice community-building circles. The study’s participants all
shared community-building circles gave them a voice and level of empowerment in their
classrooms as well as improved their trust and connection with their peers and teachers. This
study contributes to the growing body of research that examines Black and Latino students’
perspectives on the use of circles, and connects theory to practice in examining a specific
strategy that is perceived as influencing students’sense of belonging.

v
Dedication
To my Grandma Dorothy who set me on my college journey. I hope you are proud of all I have
accomplished.
To my cousin and educator, Adam Montes. You are my angel cheering me on. I love you, Addy
Gaga. Your legacy lives on!

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Acknowledgements
I have been blessed to walk alongside people who have allowed me to dream, pushed me
to be my best self, and provided me with all the love. The imprints made the deepest have been
made by my parents, Alice De La Rosa and Darrell Koide and my brother, Vincent. They have
always been my fiercest supporters and nurtured my belief that I can achieve anything my heart
desires. They love me unconditionally and have shown me what it means to be kind, brave, and
determined. It is in their footsteps I have followed and they have never steered me wrong. I am
forever grateful for their love and support. I love you, Mom, Dad, and Vince.
One of the best parts of this journey was my cohort. These friendships kept me inspired,
motivated and determined to cross the finish line. I know these are lifelong friendships because
we bonded in many ways that brought me so much laughter and light throughout the program. To
my queens, I love you: Alia, Daryl, Denise, Joanne, Katie, Shannon, and Shannyn.
My best friend, Shannon, also played a special role in my journey. We completed this
program together, and I am so proud of her accomplishments. I could not have embarked on this
journey without her; it made it all that much more special. We did it, Dr. Soza! To find a friend
who truly loves and supports you unconditionally is rare; I am so lucky!
Lastly, thank you to my committee: Dr. Moore (Chair), Dr. Krop and Dr. Ott. Your
guidance and support meant everything. I appreciate the encouragement, questions and
inspiration.

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Table of Contents
Abstract.......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgements........................................................................................................................ vi
List of Tables ................................................................................................................................. ix
List of Figures................................................................................................................................. x
Chapter One: Introduction to the Study .......................................................................................... 1
Statement of the Problem.................................................................................................... 6
Purpose and Research Questions ........................................................................................ 7
Context................................................................................................................................ 8
Significance of the Study .................................................................................................. 10
Overview of Theoretical Framework and Methodology .................................................. 10
Definitions......................................................................................................................... 11
Organization of the Dissertation ....................................................................................... 13
Chapter Two: Literature Review .................................................................................................. 15
Restorative Practices Foster Social-Emotional Learning ................................................. 15
Social-Emotional Learning ............................................................................................... 29
Theoretical Framework..................................................................................................... 32
Conceptual Framework..................................................................................................... 34
Summary ........................................................................................................................... 37
Chapter Three: Methodology........................................................................................................ 39
Overview of Methodology................................................................................................ 39
The Researcher.................................................................................................................. 45
Ethics................................................................................................................................. 47
Credibility and Trustworthiness........................................................................................ 48

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Chapter Four: Findings ................................................................................................................. 52
Participants........................................................................................................................ 52
Findings for Research Question 1..................................................................................... 54
Discussion for Research Question 1 ................................................................................. 60
Findings for Research Question 2..................................................................................... 61
Discussion for Research Question 2 ................................................................................. 72
Findings for Research Question 3:.................................................................................... 73
Discussion for Research Question 3 ................................................................................. 80
Summary ........................................................................................................................... 81
Chapter Five: Discussion and Recommendations for Practice ..................................................... 83
Discussion of Findings...................................................................................................... 83
Recommendations for Practice ......................................................................................... 92
Limitations and Delimitations........................................................................................... 98
Recommendations for Future Research .......................................................................... 100
Conclusion ...................................................................................................................... 101
References................................................................................................................................... 102
Appendix A: Interview Protocol................................................................................................. 119
Questions......................................................................................................................... 120
Closing ............................................................................................................................ 122
Appendix B: Alignment Between Interview Questions, RQs and Conceptual Framework
Concepts...................................................................................................................................... 123
Appendix C: Informed Consent for Research............................................................................. 127
Appendix D: Minor Assent Form (Ages 14–17) ........................................................................ 134
Appendix E: Minor Assent Form (Ages 7–13)........................................................................... 137
Appendix F: Recruitment Email ................................................................................................. 138

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List of Tables
Table 1 List of Student Interview Participants 53
Table 2 Community-Building Circles’ Structure 56
Table 3 Circles Provide Emotional Safety 57
Table 4 Circle Practices’ Purpose Fosters Student Expression 58
Table 5 Circle Practice Fosters Student Expression 60
Table 6 Circle Practice Ensures Equity of Voice 64
Table 7 Circle Practice Allows Students to Feel Their Contributions Are Valued 64
Table 8 Circle Practice Allows Students to Be Heard 67
Table 9 Circle Practice Provides Students With Empowerment 70
Table 10 Circle Practice Contributes to Students’ Enhanced Confidence 71
Table 11 Circle Practice Fosters Relationships 77
Table 12 Circle Practice Fosters Trust 80
Table 13 Studies That Surveyed Students Directly 85
Table 14 Connection of RQ’s to Findings in Literature 91

x
List of Figures
Figure 1: Conceptual Framework 37

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Chapter One: Introduction to the Study
There has been a strong consensus in research around education’s responsibility to tend to
students’social-emotional well-being (Allbright et al., 2019; Belfield et. al, 2015; Durlak et al.,
2011). The research demonstrates links between social-emotional learning and positive outcomes
in academics, well-being, and relationships (Belfield et al., 2015; Durlak et al., 2011; Greenberg
et al., 2017). Possibly in response to this research, policy decisions made at both the state and
federal levels have emerged to encourage social emotional learning (SEL) implementation. For
example, as a result of The Every Student Succeeds Act of 2015, all states must measure at least
one indicator of “School Quality or Student Success”. This indicator is broadly defined to
include, but not limited to, measures of student engagement, educator engagement, or school
climate and safety. In California, the Local Control Accountability Plan process requires districts
to develop and report indicators that include measures of school culture and climate
(Superintendent’s Advisory Task Force on Accountability and Continuous Improvement, 2016).
In response, there has been a concerted effort by districts in California, and throughout the
nation, to employ SEL curricula and lessons (Allbright et al., 2019). Greenberg et al. (2017)
further argue that SEL supports a public health approach since these competencies provide
students with universal interventions and skills that enhance their academic achievement, but
also make them less prone to experiencing behavioral and emotional problems. Despite the
acknowledgement that SEL is critical and the emergence of policies encouraging SEL
implementation, many districts continue to struggle with SEL implementation (Allbright et al.,
2019).
Exacerbating this concern, education is recovering from the collective trauma
experienced during the COVID-19 pandemic. The need to focus on students’ mental health and

2
social-emotional well-being was forced to the forefront of education. As a result of this reality
and schools’struggle to return to in-person learning, school sites were overwhelmed with having
to become health clinics, testing and tracking COVID-19 infections. This greatly impacted
schools’ ability to focus on and to meet students’ mental health and social-emotional needs.
Consequently, California’s chronic absenteeism is up at record rates and more schools than ever
before have been identified to participate in California State and Federal assistance programs
such as Differentiated Assistance and Additional Target and Support and Improvement, to name a
few. Additionally, California and the nation are seeing an uptick in student behaviors which is
another indicator that students’ needs are not being met. The National Center for Education
Statistics reported in 2019–2020 the following behaviors had increased: student cyberbullying,
student verbal abuse/overall disrespect of teachers, and widespread disorder in classrooms (Irwin
et al., 2023). They also note the coronavirus pandemic affected the 2019–2020 data collection
activities due to the change in virtual schooling and the adjusted school year (Irwin et al., 2023).
As many studies have shown, attendance and behaviors are often indicators of students’school
engagement and overall well-being (Cartmell & Bond, 2015; Fredricks et al., 2004; Wang &
Eccles, 2013). COVID-19 forced educators to reflect upon how they can re-engage students.
Maslow’s (1943, 1968) theory of motivation and hierarchy of needs can provide some insight as
to where educators can begin in this reflection.
Understanding Maslow’s (1943) theory of motivation can point educators to
understanding student motivation, behavior and development and can be used to determine
strategies and interventions needed to support students’ needs and well-being. Maslow’s (1943,
1968) theory of motivation posits human beings’ actions are motivated by a hierarchy of both
physiological and psychological needs. The theory suggests people are motivated to fulfill the

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most basic needs prior to tending to their more advanced needs. The hierarchy’s five needs, in
order from basic to advanced, are physiological, safety, love, esteem, and self-actualization.
Maslow (1943) defines physiological needs as the body’s needs in order to attain homeostasis,
meaning the body is regulated. In other words, Maslow (1943) states that if the body lacks some
form of nourishment, the person will have an appetite for that thing until its appetite is satisfied.
Human beings are always striving for hunger-satisfaction, and will not be able to function
until that hunger is satisfied (Maslow, 1943). Therefore, the most basic needs must be met first
and include things like food, shelter, sleep, and clothing before a person is motivated to move on
to their advanced needs (Maslow, 1943). This points to why foster and homeless youth and those
who come from lower socioeconomic status may arrive at school dysregulated and may appear
unready to learn. These students may not know when their next meal may come and/or do not
have steady housing (part of the physiological and safety needs in the hierarchy, respectively) so
their mental and social-emotional well-being will be impacted by their bodies’ needs to be met.
Knowing physiological and safety needs come first in Maslow’s (1943) hierarchy of
needs, all public schools in the United States are structured to provide nourishment and safety
through their food programs, including breakfast and lunch, and required safety plans.
Administrators and social workers/community liaisons find additional ways to support students’
other basic needs through grants and community donations (Food Banks, sanitary products,
clothing, etc.). This should allow schools to then focus on meeting students’ belongingness
needs. Belongingness falls under the love need according to Maslow (1943, 1968); and, since
love comes prior to esteem and self-actualization, belonging is a necessary precondition that
must be met prior to tending to one’s higher needs, such as the desire for knowledge (Goodenow
& Grady, 1993). Schools, unfortunately, often falter in building students’sense of belonging.

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Baumeister and Leary (1995) suggest that a sense of belongingness is as compelling a
need as food. Educators are seeing if this need is not met, it results in students’ disengagement
from school (absenteeism and behavior issues). Baumeister and Leary (1995) also suggest those
who “lack belongingness suffer higher levels of mental and physical illness and are relatively
highly prone to a broad range of behavioral problems, ranging from traffic accidents to
criminality to suicide” (p. 511). Additionally, a sense of belongingness is associated with
students having stronger inner resources such as a sense of identity, competency, autonomy, and
higher levels of intrinsic motivation (Osterman, 2000). These inner resources impact students’
engagement and outcomes (Osterman, 2000).
Belongingness, then, would seem to be a need, a critical one that must be met and one
that schools can affect (Cartmell & Bond, 2015). In fact, Goodenow and Grady (1993) along
with a number of other researchers found students who have a high sense of belonging in school
are more likely to be motivated and, in turn, engaged and successful academically (Cartmell &
Bond, 2015; Osterman, 2000; Ryan and Patrick, 2001; Roeser et al., 1996; Stipek, 1996; and
Wentzel, 1993). Cartmell and Bond (2015) found a lack of sense of belonging negatively affects
motivation, engagement, and attendance. This highlights schools’ necessity to focus on how it is
fostering and impacting students’sense of belonging. Osterman (2000) argues it is the teachers’
and schools’ responsibility to foster a sense of community which then facilitates students’sense
of belonging. As stated earlier, the COVID-19 pandemic impacted all school community
members and their ability to “do school well” when they returned to in-person learning in the fall
of 2021. Schools were trying to stay afloat with COVID-19 safety and testing protocols that took
much of the administrators’ and staffs’ time and attention. The collective trauma is still impacting
school communities.

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Additionally, although schools have begun to implement social-emotional lessons and
curricula, researchers have noted that schools do not prioritize the social-emotional needs of
students as individuals or as a collective group (Anderman & Maehr, 1994; Hargreaves et al.,
1996; Maehr & Midgley, 1996; Noddings, 1992 as stated in Osterman, 2000). Osterman (2000)
states that only when members experience a sense of belonging is a community formed.
Therefore, there must be a concerted effort to create a community in the classroom and school
campus. This is not only a challenge for the reason already noted (return from the pandemic), but
schooling in the United States was not developed to support students’sense of belonging.
Instead, historically, the school’s key function was to sort students into their respective societal
positions which meant to divide and stratify as opposed to building a collective community
(Patel, 2016 and Harris as stated in Ladson-Billings and Tate, 1995).
Many researchers have emphasized the importance of school belonging especially for the
growing number of racially, ethnically and linguistically varied minorities since many of
California classrooms’ practices and curricula are reflective of the dominant culture
(exclusionary discipline, standardized tests, compliance, incomplete/inaccurate history
textbooks, etc.) (Phelan et al., 1994; Ryan and Patrick, 2001). DuBois predicted the 1954 Brown
decision calling for integration could not overcome racism and this remains evident in the
inequalities that still exist in funding structures and student outcomes (Baker, 2016; Borman et
al., 2016; Jackson & Mackevicius, 2021; Yosso et al., 2022). There exists in education, since the
inception of schooling in this nation, the pattern of racial advantage and inequities where the
White power holders seek to maintain their domination and perpetuate the marginalization and
stratification of racial groups (Gillborn, 2005). Unfortunately, this is how education becomes an
act of white supremacy (Gillborn, 2005) and the focus of our classrooms is on individualism

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instead of community and competition instead of collaboration (Osterman, 2000). Education has
stratified the well-being for those students at the top of the hierarchy and placed marginalized
groups at risk (Patel, 2016).
Statement of the Problem
Students who feel rejected or excluded exhibit behavioral problems and disengagement
which can contribute to lower achievement and lead to dropping out of school (Baumeister et al.,
2007; Crawford & Burns, 2022; Gwathney, 2021; Lodi et al., 2021). That is why cultivating
students’sense of belonging is critical to ensure all students have access to successful academic
and engagement outcomes. Educators need to reflect upon which students are showing up the
most in data that shows disengagement (academic, attendance, and discipline data). Schools
across the country are combatting disproportionality which means there are racial and ethnic
discrepancies and disparities that exist. This in turn impacts students’ ability to achieve
academically (Allen et al., 2022; Cherng, 2017; Crawford & Burns, 2022). Schools can be a
catalyst to improve students’ academic outcomes (Samel et al., 2011; Sanders & Mumford,
2015), but the United States’ public school system’s outcomes demonstrate not all students
succeed or benefit from school (Ungar & Leibenberg, 2013). Academic achievement is not
always easily explained by differences in students’ abilities (Ungar & Leibenberg, 2013).
Ultimately, marginalized students, especially Black and Latino students, continue to be
marginalized.
Studies of belongingness have shown that minority students tend to benefit more from a
sense of belonging than do white students (Battistich et al., 1995, 1997; Griffith, 1999; Walton &
Cohen, 2011). Goodenow and Grady’s (1993) study concluded positive and statistically
significant correlations between school belonging and the motivation-related measures. They

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also found that school belonging was more highly associated with expectancy for success among
Latino students than among Black students, and more with girls than among boys, but note
almost all students find school more worthwhile and interesting when they believe others like
and value them (Goodenow & Grady, 1993). However, many of the changes necessary to satisfy
students’ need for belongingness involve major shifts in education and at school sites. These
shifts include changes in cultural values, norms, policies, and practices especially at the
secondary level (Osterman, 2000). While research has established a strong theoretical and
empirical foundation to demonstrate the criticality of addressing students’ need for belongingness
in school, studies have not always focused on the ways schools can mitigate students’ lack of
belongingness.
Purpose and Research Questions
The purpose of this study is to examine how participation in community-building circles
(restorative practices approach) influences Black and Latino students’sense of belonging.
Osterman (2000) states that dialogue and cooperative learning helps students to develop a better
appreciation of others and facilitates them in experiencing themselves as a part of a community.
Circle practice provides a structure for dialogue and collaboration in a community. Circle
practice supports the development of trust, respect and solidarity (Augustine et al., 2018; Brown,
2017; Darling-Hammond et al., 2020).
Currently, in the literature, there are a number of studies report separately on restorative
practices or punitive discipline. Osterman (2000) notes research suggests ways in which schools
can support the development of community. However, she acknowledges that more research is
needed as there is a great discrepancy between theory and practice meaning there lacks clear
recommendations and explanations of what strong practical application fosters students’sense of

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belonging (Osterman, 2000). There is also a need for specific studies designed to research Black
and Latino students since they are the ones who consistently show up disproportionately in the
engagement and academic achievement data. In addition, there is a gap in the literature when it
comes to looking specifically at restorative practices circles and their influence on Black and
Latino students’sense of belonging.
The following questions guided this research to determine how participation in
community-building circles influences Black and Latino students’ sense of belonging:
1. How do Black and Latino students in Grades 6–12 describe their participation in
community-building circles?
2. How do Black and Latino students in Grades 6–12 describe their sense of belonging
in terms of equity of voice and empowerment as a result of circle practice?
3. In what ways, if any, do community-building circles influence Grades 6–12, Black
and Latino students’sense of belonging in terms of their ability to trust and connect
with their peers and teachers?
Context
This study aims to research the influence of community-building circles (a restorative
practices approach) on Black and Latino students’sense of belonging in Mt. Kind School District
(a pseudonym), a mid-sized, PK–12 unified school district in Northern California.
Disproportionality exists in Mt. Kind School District with the Black and Latino students being
overly identified for special education while they represent less than 22% of the total population.
Specifically, the district has been identified by the State for the past 4 school years for needing a
Comprehensive Coordinated Early Intervening Services Plan (CCEIS) to ensure this
overidentification does not continue. The State identifies districts for CCEIS when it has had

9
significant disproportionality for three consecutive years in the same indicator and category of
disproportionality. Under the Federal Individuals with Disabilities Education Act (IDEA)
requirements, if a local educational agency is identified for CCEIS, it must reserve 15% of its
611 and 619 IDEA grant funds to provide Comprehensive Coordinated Early Intervening
Services to its students. In 2020, the district was identified for overidentifying Latino students for
both Other Health Impairment and Specific Learning Disability (SLD) and Black students were
overidentified for SLD. The district has continued to over identify the same racial groups for the
same special education identifications from 2021–2023.
Looking closely at other data points, these same ethnic groups experience inequities in
academics, discipline, and chronic absenteeism. For example, in the 2022–2023 school year, only
31% Black and 43% Latino students in Grades 7, 8, and 11 met or exceeded standard in English
Language Arts on the California Assessment of Student Performance and Progress in comparison
to the overall 75% achievement. For math, 19% Black and 18% Latino students in Grades 7, 8
and 11 met or exceeded standard in comparison to the overall 60% achievement. As a reminder,
Black students represent under 2% of the total school population and Latino students represent
20% in Mt. Kind School District. Black students accounted for 14% of the total suspensions and
Latino students accounted for 47% of suspensions. As research shows, punitive discipline
disproportionately affects children of color and this district is perpetuating this point (Carter et
al., 2017; Skiba, 2015; Kennedy, 2019). In the same school year, the overall chronic absenteeism
rate for the entire student population was 12%, but for Black and Latino students the percentages
were 25% and 27%, respectively. On the district culture and climate survey, overall, 56.5% of
secondary (Grades 7–12) students’ feel a sense of belonging. Most racial subgroups at the
secondary level are comparable to the overall percentage. However, the Black, secondary

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students scored the lowest at 48.4%. One question that elicited the lowest percentage (48.75%)
for Black students was: How well do people at your school understand you as a person? Black
(49.58%) students scored the lowest on the question: How connected do you feel to adults at
your school? Latino students scored their sense of belonging as 55.6%. The question that elicited
the lowest percentage (51.39%) from the Latino students was: How connected do you feel to
adults at your school? The research thus far is lacking in providing specific strategies and
practices that could mitigate students’sense of belonging, which could ultimately, impact their
school engagement and academic outcomes.
Significance of the Study
This study gathers insights directly from Black and Latino students who are participating
in community-building circles. Since the Mt. Kind School District has disproportionality and
inequities that exist in academic and engagement data, the district office staff and Board of
Trustees have continually reviewed the disaggregated data and attempted different strategies to
support all students. The findings from this study can support district office staff, site
administrators’ and educators’ rationale for implementing restorative practices and specifically
community-building circles. It can also be used by the local governing body to enact a local
policy that ensures community-building circles be employed to foster students’sense of
belonging. This study is a small step in contributing to the research that hopefully will spark
continual research.
Overview of Theoretical Framework and Methodology
The theoretical framework guiding this study is the sense of belonging hypothesis
formulated by Baumeister and Leary (1995). This framework builds upon other theories that
state people are motivated to form and maintain interpersonal bonds. They noted John Donne’s

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(1975) work where he argued, “No [person] is an island,” and Freud’s (e.g., 1930) work around
the need for interpersonal contact (as cited in Baumeister & Leary, 1995, p. 497). They note how
Bowlby’s (e.g., 1969, 1973) attachment theory followed the Freudian pattern of one’s attachment
needs developing from the adult’s need to recapture the intimate contact he/she/they had with
his/her/their mother; this theory also posited the need to form and maintain relationships (as cited
in Baumeister & Leary, 1995). Baumeister and Leary (1995) claim their hypothesis, however, is
different from other belonging theories as it points to the need of the combination of frequent
interaction plus persistent caring. This theoretical framework is appropriate for this study as it
outlines the components needed to support a sense of belonging. By applying this framework, the
researcher can explore if community-building circles help students to gain frequent interaction
plus persistent caring that serve as the foundation for a sense of belonging.
This study’s methodological design is qualitative. The data will be collected through
interviews. A semi structured interview approach will be employed and will include 15 concrete
questions (Appendix A) about students’ experience with circle practice and their perceived
impact. The data will be analyzed using a hybrid coding strategy, combining a priori and
emerging coding.
Definitions
Circle practice. There are many types of circles that school sites may employ. Circles are
important in proactively building the relationships and skills students need to support one
another and collectively address the challenges they face. Community-building circles provide an
opportunity for community members to come together to foster trust, build empathy and
community (Augustine et al., 2018; Brown, 2017; Darling-Hammond et al., 2020).
Community: Researchers have defined community in a few ways. In the context of this

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study, community exists when students experience a sense of belonging (Furman, 1998;
McMillan & Chavis, 1986; Osterman, 2000). Therefore, in this sense, it is relational. In a
community, students will then feel they are important to their peers and teacher and in turn, they
care about their peers. They will also feel that their peers and teacher cares for them, supports
them and satisfies their needs.
Empowerment: This study uses the Oxford Dictionary’s definition for empowerment
which defines it as the process of becoming stronger and more confident and the authority or
power given to someone to do something.
Restorative justice: Fronius et al. (2019) succinctly define restorative justice “as a broad
term that encompasses a growing social movement to institutionalize non-punitive, relationshipcentered approaches for avoiding and addressing harm, responding to violations of legal and
human rights, and collaboratively solving problems” (p. 1).
Restorative practices: Huguley et al. (2022) state restorative practices center on relational
attributes. Bailie’s (2019) definition states restorative practices work to strengthen the
community spirit by acknowledging the human desire to be treated with dignity and the need to
create meaningful relationships.
Sense of belonging: Maslow (1943) defines a sense of belonging as a basic human need
indicating feelings of friendship, association, and love. This fosters students’ ability to feel
valued, included, welcomed, supported, accepted, safe, and respected. A student with a sense of
belonging fits in with peers and school staff and enjoys school (Faircloth & Hamm, 2004; Finn,
1989; Goodenow, 1993; Osterman, 2000).
Social-emotional learning (SEL) refers to students’ development in this broad domain,
which includes beliefs, dispositions, attitudes, skills and behaviors that are distinct from

13
academic achievement and are widely perceived as beneficial to individuals and society
(Duckworth and Yeager, 2015, pp. 238–239). Existing research has indicated that SEL plays a
foundational role in the well-being and academic performance of students. For instance, scholars
have shown that SEL competencies like self-efficacy, self-control, and a growth mindset serve as
strong predictors of outcomes in academics, social interactions, economic prospects, and
physical health (Duckworth and Yeager, 2015; Durlak et al., 2011; Sklad et al., 2012; Strayhorn,
2013). Some researchers have also argued that SEL support could mitigate long-standing racial
inequities in education (Aronson et al., 2009; Borman et al., 2016; Strayhorn, 2013).
Social-emotional well-being. When students are able to understand and manage their
emotions, they are able to develop relationships, and integrate their thoughts and emotions in a
healthy way. This would be demonstrated in the way students articulate their emotions, interact
with others, and behave (Allbright et al., 2019; Jones & Doolittle, 2017, Durlak et al., 2011).
Stereotype threat. Claude Steele and Joshua Aronson (1995) coined the term stereotype
threat in a seminal article:
Whenever African American students perform an explicitly scholastic or intellectual
task, they face the threat of confirming or being judged by a negative societal
stereotype—a suspicion—about their group’s intellectual ability and competence. . . .
And the self-threat it causes—through a variety of mechanisms—may interfere with the
intellectual functioning of these students, particularly during standardized tests. (p.
797)
Organization of the Dissertation
This study is organized into five chapters. Chapter One introduces the background of the
problem, statement of the problem, the purpose and significance of the study, and the

14
terminology. Chapter Two reviews existing literature on the construct of sense of belonging and
highlights the gaps in the current literature in addressing research specific to Black and Latino
students and specific strategies to support their sense of belonging. Chapter Three outlines the
research methodology for data collection and analysis in the study. Chapter Four reports the
findings of the analysis. And, lastly, in Chapter Five, the researcher provides a conclusion on the
study’s implications and recommendations for further research in this area.

15
Chapter Two: Literature Review
One root cause of racial discipline gaps in schools have been argued by researchers to be
poor relationships between students of color and school adults. The Discipline Disparities
Research to Practice Collaborative, a group of 26 nationally known researchers, educators,
advocates, and policy analysts, recommends schools focus on restorative practices, cooperation,
and strong and sustained relationships (Carter et al., 2014). Studies have shown that poor racial
climate is linked to students attaining a lower GPA, more likelihood to receive out-of-school
suspensions and increased perceptions of peer discrimination (Anyon et al., 2016; Bellmore et
al., 2012; Mattison & Aber, 2007). The first section of the literature review provides the
evolution of restorative practices in schools. It will specifically share that restorative practices
support Black and Latino students’sense of belonging, empowerment, and
relationships/connectedness. The second part of this review focuses on social-emotional learning
competencies and how they can foster students’sense of belonging. This section ends with a
conceptual framework based upon the sense of belonging theory by Baumeister and Leary
(1995) that grounds this study.
Restorative Practices Foster Social-Emotional Learning
Restorative Practices Origins and Focus on Community
Although restorative practices (RP) were initially introduced to the United States in
criminal justice settings as restorative justice, they originated in First Nation groups (e.g.,
American Indian, Maori) and religious traditions (e.g., Judaism) in Oceania, Americas, and other
areas in the world (Evanovich et al., 2020; Fronius et al., 2019; Gregory et al., 2016; Kervick et
al., 2019; Wachtel, 2016). These cultures’ approach to conflict focuses on the offender’s
accountability, repairing harm and allowing the offender to reenter the community (Fronius et al.,

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2019). Huguley et al. (2022) state restorative practices centers on relational attributes, which is
explainable when considering the cultures they emerged from. Restorative practices have
relationships at their core.
Restorative practices promote empathy, communication, and a sense of belonging
(Huguley et al., 2022). Other definitions focus on restorative practices’ aim to highlight human
dignity (Bailie, 2019; Wachtel, 2016). For example, The International Institute for Restorative
Practices states restorative practices are a social science that work to build social capital and
achieve social discipline through participatory learning and decision-making (Wachtel, 2016).
Bailie’s (2019) definition states restorative practices work to strengthen the community spirit by
acknowledging the human desire to be treated with dignity and the need to create meaningful
relationships. Taken together, restorative practices hope to foster community that improves
individuals’social-emotional learning (SEL) competencies (SEL will be discussed later in this
chapter) that lead to a reduction in misbehaviors and a focused aim to restore relationships and
repair harm (Evanovich et al., 2020; Wachtel, 2016). Fronius et al. (2019) defines restorative
justice “as a broad term that encompasses a growing social movement to institutionalize nonpunitive, relationship-centered approaches for avoiding and addressing harm, responding to
violations of legal and human rights, and collaboratively solving problems” (p. 1). Although
there are many definitions, all agree restorative justice brings the offender and those harmed
together to collectively decide how to repair the harm after an infraction has occurred (Gregory
et al., 2016). It is a philosophical approach to wrongdoing that centers on repairing harm and
mending relationships (Evanovich et al., 2020; Fronius et al., 2019; Gregory et al., 2016;
Gwathney, 2021).

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Restorative Practices’ Impact in Schools
Restorative practices emerged in schools as a need for alternatives to suspensions and
behavior responses (Anyon et al., 2016; Augustine et al., 2018; Fronius et al., 2019; Gwathney,
2021). Educators leaned on restorative justice practices which worked in the criminal justice
system to shift away from zero-tolerance policies—strict and inflexible rules implemented by
schools to address specific behaviors resulting in harsh punishments (Anyon, 2016; Augustine et
al., 2018; Fronius et al., 2019). Fronius et al. (2019) state the restorative justice framework
centers on incorporating equity, well-being, and inclusion into behavior response. Similarly,
restorative practices center on protecting students’ academic and social-emotional status while
keeping them in school (Anyon, 2016; Augustine et al., 2018; Fronius et al., 2019; Gregory and
Fergus, 2017; Gwathney, 2021). Schools are now embracing restorative practices as a
preventative tool to build a healthy school culture and climate (Fronius et al., 2019). By building
students’ capacity through restorative practices, they can be employed not only to prevent
incidents from occurring, but to provide an intervention once an incident has occurred (Gregory
et al., 2016).
As Gregory and Fergus (2017) remind us, “beginning as early as preschool, race and
gender are intertwined with the ways US schools mete out discipline,” (p. 117). They note that
Latino, American Indian, and Black youth (especially Black males and special education
students) are significantly more likely than other students to be punished by out of school
suspension, expulsion, or a referral to law enforcement (Gregory & Fergus, 2017). They indicate
Black male students who experience just one school suspension are twice as likely to drop out of
high school than those students who do not experience a suspension (Gregory & Fergus, 2017).
According to Morris and Perry (2016) and Shi and Zhu (2021), Black and Latino students

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disproportionately experience harsher exclusionary discipline more than students from other
racial groups that display similar behaviors and socioeconomic backgrounds. Losen and
Martinez (2020) also note the suspension rate for Black students is more than four times that of
White students. As Huguley et al. (2022) state racial subordination and discrimination pose
threats to students’social-emotional well-being and academic success, especially Black and
Latino students. Compared to White students, racially marginalized students may not feel
supported by their schools and may not have strong teacher-student or peer-to-peer relationships
(Allbright et al., 2019; Cherng, 2017). Furthermore, the educational institution is one that
exacerbates the opportunity gap by narrowly defining student success in terms of White middleincome students’ achievements (Jagers et al., 2019). Students that are culturally and linguistically
different from this mainstream idea of success are met with discrimination, microaggressions and
implicit biases (Allen et al., 2013 as cited in Jagers et al., 2019).
Many studies have demonstrated how restorative practices have made a positive impact
on school climate, teacher-student relationships and student behaviors. Fronius et al. (2019), for
example, conducted a literature review that drew on thirty articles, books, reports, and
dissertations from 2014–2018 and one report from 2019 that employed quantitative methods.
The literature review focused on restorative practice approaches in United States’ primary and
secondary schools. The study found after implementing restorative practices, nearly all of the
empirical studies reviewed reported a decrease in exclusionary discipline and harmful behaviors
(Fronius et al., 2019). Fronius et al. (2019), despite finding evidence restorative practices have a
positive impact in regards to reducing suspensions, improving school climate, and relationships
between students and staff, report the research is still in an infancy stage and “would not fully
meet the standards of evidence for evidence-based registries in education” (p. 33).

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Another example is a study conducted by Augustine et al. (2018). It was one of the
largest randomized trials on restorative practice to date and found that across 22 treatment
schools in an urban school setting that employed restorative practices compared to 22 schools
with no restorative approach experienced a decline in their suspension rates. Over two years,
treatment schools experienced a reduction of 36% in school days lost due to suspensions;
whereas, control schools only declined by 18% (Augustine et al., 2018). This study also found
restorative practices decreased racial disparities between Black and White students in
suspensions and boosted 10th grade PSAT scores by 0.1 (Augustine et al., 2018). Huguley et al.
(2022) noted in their own work, they directly observed 20% to 30% reductions in suspensions
after restorative practices we implemented over a one-to-two-year period. Both of these studies
support the argument restorative practices strengthen school climate and decrease racial
disproportionalities in school suspensions. For example, Augustine et al. (2018) found the
reduction in the number of suspension days was statistically significant for the following
subgroups: Black, low-income, female, and special needs students. Other studies state restorative
practices can remedy the uneven enforcement and negative consequences of punitive and
exclusionary discipline (Fronius et al., 2019).
These three studies demonstrate employing restorative practices lead to improved school
climate, teacher-student relationships, and student behaviors (Fronius et al., 2019; Gregory et al.,
2016). They also showed restorative practices’ impact student engagement by decreasing racial
disparities in suspension data and improving attendance and academic achievement (Augustine
et al., 2018; Huguley et al., 2022). Specifically, for Black and Latino students, the studies found
restorative practices decrease disparities in exclusionary discipline practices and improve trusting
student-teacher relationships (Augustine et al., 2018; Gregory et al., 2016). These findings give

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hope to restorative practices helping Black and Latino students feeling a part of the community
and increased sense of belonging although none of the studies solely focused on communitybuilding circles.
Restorative Practices’ Connection to Sense of Belonging
Introducing restorative practices in schools means shifting to doing things in community
with students. In other words, restorative practices use a student-centered approach and engage
students by helping them form connections with those in their community (Gwathney, 2021).
This helps when problems arise because the teacher/principal can lean on the development of the
community to collectively problem solve and repair harm together to allow re-entry into the
community when harm ensues. This also allows the person who commits the harm to take
accountability and often empathize and understand the impact their actions caused instead of
merely resorting to punitive, exclusionary discipline. This shift in managing behavior response
acknowledges the need for students to feel a sense of belonging (Augustine et al., 2018; Fronius
et al, 2019). Restorative practices serve to build up students’sense of belonging and they are then
able to feel a part of the community. Restorative practices then consider students’socialemotional well-being as well as their physiological needs that include access to food, shelter and
basic needs (Gwathney, 2021). In this approach, educators look to serve the whole child
(Gwathney, 2021).
Circle Practice: A Restorative Practice and Tiered Approach
Restorative practices provide opportunities to build community (Gregory et al., 2016) and
one such practice is circle practice. Circles can be employed at all three tiers, Tier 1 is a universal
intervention intended to support prevention, Tier 2 is targeted, and Tier 3 is for intensive
intervention (Darling-Hammond et al., 2020; Kervick et al., 2019; Pentón Herrera & McNair,

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2021). Tier 1 circles are focused on building relationships and provide a space to reaffirm
relationships when needed. Their goal is to develop students’social-emotional skills and
competencies (Morrison, 2007). Studies suggest restorative circles are a preventive practice as
they help to reduce suspensions through community building via the sharing of personal stories
(Anyon, 2016; Augustine et al., 2018; Fronius et al., 2019; Gregory et al., 2016). An example of
a Tier 1 restorative practice is community-building circles, also known as restorative circles or
class meetings (Gregory et al., 2016). Community-building circles are meant to be preemptive
and are designed to help students and staff deepen their trusting relationships (Darling-Hammond
et al., 2020).
In community-building circles, teachers use a structured group discussion on varying
topics aimed at providing opportunities for students and teacher(s) to learn about one another
(Costello et al., 2010). Students are responsible for co-constructing the process of the practice
because they create the agreements of the practice (Jagers et al., 2019). In this way, through
circle practice, the classroom develops a sense of shared authority and accountability of the
classroom climate and culture (Gregory et al., 2016). Community-building circles are also
preventative because they allow students to deepen their level of trust and foster strong
relationship development by sharing their stories and learning about one another (Fronius et al.,
2019).
Brown’s (2017) study found circles were the most frequently used restorative practice.
The author notes this is due to it being the most flexible process for building community,
teaching content, resolving conflict and repairing harm (Brown, 2017). This study presented data
derived from a larger mixed-methods multi-site case study of two Oakland Unified School
District middle schools that adopted schoolwide restorative practices. The study employed a

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convergent parallel mixed-methods design with qualitative data collected in the form of
interviews, focus groups, open-ended survey questions and observations, while quantitative data
were collected through an Internet survey to assess staff beliefs and perspectives on school
culture, restorative practices and other issues. The response rate for the survey was 83% (n = 72).
Using purposeful sampling, the participants included students, teachers, support staff and
administrators. This study found evidence that a listening culture built on relational trust can
contribute to a positive relational ecology that supports members of a school community as they
go through the challenging and sometimes difficult process of changing their school culture
(Brown, 2017). Brown (2017) also notes schoolwide restorative practices are one of the most
powerful practices due to its ability to create space for all voices to be heard.
The California Department of Education (CDE) defines multi-tiered system of support
(MTSS) as an integrated, comprehensive framework that focuses on the California Common
Core Standards, core instruction, differentiated learning, student-centered learning,
individualized student needs, and the alignment of systems necessary for all students’ academic,
behavioral, and social success. MTSS employs a three-tiered approach meant to meet the needs
of all students. It is an approach meant to ensure equitable access and opportunity for all
students. Tier 1 instructional approaches are meant to meet the needs of 80% of students. Tier 2
provides about 5–10% of students with targeted instructional approaches and Tier 3 serves the
most needy students that should be 5% of a school’s total enrollment with intense interventions
and supports. The tiered approach for MTSS is used for all aspects of education: academic,
behavioral, and social-emotional well-being.
Restorative practices also utilize a tiered approach where tier one focuses on building
community (Kervick et al., 2019). Tiers 2 and 3 focus on leveraging relational capital when

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conflict arises to repair harm, restore community, and allow re-entry into the community
(Fronius et al., 2019; Huguley et al., 2022; Kervick et al., 2019). In the classroom, restorative
practices can help students correct their own behaviors, solve problems, make amends and repair
harm, learn new behaviors, and restore their good standing. Gregory and Fergus (2017) state the
benefits reaped from restorative practices overlap with SEL competencies such as selfmanagement, relationship skills and responsible decision making.
Equity of Voice
During circle practice, participants use a talking piece to signify who is holding the space
to speak so that each person in the circle has an equal opportunity to have their voice heard
(Evanovich et al., 2020; Brown, 2017). In this way, the talking piece shifts the balance of power
by giving students, teachers, and other participants equal opportunities to speak without
interruption while others actively listen (Evanovich et al., 2020; Brown, 2017). This structure
supports equity as all voices can be heard. In a classroom setting, and when education has
historically marginalized students of color, this is a powerful structure to employ to ensure all
voices are heard and valued.
Circle Practice Builds Social-Emotional Learning Competencies
The Collaborative for Academic, Social and Emotional Learning or CASEL coined the
term social and emotional learning in the 1990s (Allbright et al., 2019; Cherniss et al., 2006).
social-emotional learning is defined as the “process of acquiring core competencies to recognize
and manage emotions, set and achieve positive goals, appreciate the perspectives of others,
establish and maintain positive relationships, make responsible decisions, and handle
interpersonal situations constructively” (Elias et al., 1997 as cited in Durlak et al., 2011, p. 406).
Ultimately, social-emotional learning teaches students how to manage their own emotions and

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behaviors that will support them in the classroom and beyond (Allbright et al., 2019; Jones &
Doolittle, 2017, Durlak et al., 2011). Implementation of SEL practices in the classroom has
proven an increase in positive social behaviors, improved academic outcomes, and fewer
behavioral issues which in turn impacts school climate (Allbright et al., 2019; Belfield et al.,
2015; Durlak et al., 2011).
Huguley et al. (2022) state that restorative practices should facilitate students’ SEL
competencies, specifically empathy, self-awareness, emotional safety, school belonging, positive
peer relationships, trust for teachers, and improved perceptions of fairness (Wang & Degol,
2016; Wang et al., 2020; Yeager et al., 2017). These are all social-emotional mediators linked to
academic engagement and motivation that leads to improved academic performance (Huguley et
al., 2022). In the definition of circles as stated by Boyes-Watson and Pranis (2015, p. 23 as cited
in Brown, 2017), a circle is a highly structured intentional space designed to promote connection,
understanding and dialogue in a group and fulfills the basic community function. This is an
intentional structure that supports the building and facilitation of students’ SEL competencies.
Circle Practice Fosters Empowerment
As already stated, community-building circles are structured discussions or gatherings
that promote communication, understanding, and relationship-building within a group. They
provide a safe and inclusive space for participants to share their thoughts, feelings, and
experiences (Gwathney, 2021). During community-building circles, values affirmation can be
incorporated by providing opportunities for participants to express and discuss their values.
Values affirmation or self-affirmation is a technique that encourages individuals to reflect on and
affirm their personal values, strengths, and positive qualities. It aims to enhance self-worth and
create a positive self-image. This can help to mitigate stereotype threat (Borman et al., 2016).

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This can involve sharing personal stories or experiences related to their values, discussing how
those values shape their identity and behavior, and recognizing and appreciating the diversity of
values within the group. Community-building circles can be one way to engage in values
affirmation as part of SEL practices. By engaging in values affirmation within communitybuilding circles, participants can deepen their understanding of themselves and others, foster
empathy and respect, and strengthen their sense of belonging and connection within the group or
community. This, in turn, contributes to a positive and inclusive SEL environment.
Circle Practice Strengthens Relationships Between Teachers and Students
Community-building circles not only aim to repair harm and correct behaviors, but
allows the strengthening and building of relationships (Lodi et al., 2021). Although many studies
have centered on restorative practices and their relationship with disciplinary approaches
(Augustine et al., 2018; Gregory et al., 2016; Gwathney, 2021; Lodi et al., 2021), they have
shown that greater levels of implementation are associated with better teacher-student
relationships as reported by principals and students (Fronius et al., 2019; Gregory et al., 2016).
Gregory et al. (2016) conducted a study that employed student surveys (n = 412) in 29 high
school classrooms on the East Coast. Their aim was to show whether changing to a more
restorative approach than a punitive approach helped to reduce the racial discipline gap. The high
schools included in the study were both large, diverse high schools in a small city on the United
States’ East Coast. They were in the first year of restorative practices implementation. Together,
the demographics for Black and Latino students were 31% and 9%, respectively. The study used
hierarchical linear modeling and regression analyses that demonstrated teachers that had high
restorative practice implementation had more positive relationships with their diverse students
(Gregory et al., 2016).

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Gregory et al. (2016) reported restorative practices use a range of practices (including
circles) that may elicit trusting student-teacher relationships that foster students feeling supported
and fairly treated. They hypothesized restorative practices allow for a sensitivity to individual
perspectives and collective voice, and this may reduce the possibility students from stigmatized
groups will be excluded for disciplinary reasons (Gregory et al., 2016). The study found teachers
who implemented restorative practices (RP) at high rates issued fewer discipline referrals to
Black and Latino students compared with lower RP implementers (Gregory et al., 2016). It also
found teachers who were perceived as implementing more RP elements by their students, tended
to have fewer differences in the number of misconduct/defiance referrals issued to Asian/White
and Latino/African American student groups compared with the large discipline gap for teachers
perceived as low on RP elements (Gregory et al., 2016). This points to the possibility restorative
practices can mitigate some racial gaps in the classroom and school campus. This also
demonstrates teachers who implement restorative practices have better relationships with their
students including Black and Latino students. Gregory et al. (2016) call for future research that
explores possible mediating processes that can help explain why well-implemented restorative
practices are associated with a decrease in exclusionary discipline, especially for Black and
Latino students (Gregory et al., 2016). Neither of these studies specifically focused on the
influence these practices had on students’sense of belonging.
Circle Practice Fosters Connection and Trust
Circle practice fosters building of authentic connections (Gwathney, 2021) as it brings
together participants in a practice that provides support and empathy in what Augustine et al.
(2018) call an identity-safe setting. This setting is established by the very goal of circle practice
being to build connections through active listening, empathy and validation of one’s thoughts,

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feelings and experiences (Gwathney, 2021). The most critical outcome of restorative practices
that improve student and teacher relationships and SEL competencies directly relate to improved
academic engagement and academic achievement (Huguley et al., 2022). Furthermore, research
has found even before middle school begins, ethnic minority adolescents, often viewed
negatively through the lens of stereotypes, tend to be more aware of racial and ethnic dynamics
than their White counterparts (Yeager et al., 2017). This means they are conscious of society’s
varied attitudes and behaviors toward different racial and ethnic groups. During their early teen
years, Black students often report being perceived as threatening by others, and a significant
number are conscious of adverse stereotypes concerning their group’s intellect or behavior as
they enter middle school, while such awareness is generally absent among their White peers
(Yeager et al., 2017).
A study done by Anyon et al. (2016) found focusing on relational dynamics between
students and school adults may improve educational outcomes for students of color. Their
findings also suggest students’ connectedness may be improved for all students by reducing
discipline disparities (Anyon et al., 2016). The study examined racial differences in students’
connectedness to school adults. It considered whether disparities in exclusionary discipline
practices played a role in students’sense of connection to educators. Conducted in a large urban
district, it used a methodology that included a self-report survey of secondary school students (n
= 29,148) linked to administrative data (n = 107 schools). Students of color were significantly
less likely to feel connected to school adults than their White peers when controlling for school
racial composition, gender, grade level and other covariates (Anyon et al., 2016). The study also
found the racial discipline gap was significantly and negatively associated with connectedness
for all students.

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Lodi et al. (2021) conducted a study designed to analyze the practices derived from
restorative justice implemented in school. They did a review using the PRISMA guidelines. They
employed scientific articles for the literature review using the following criteria:
• publication date between the years 2010–2021;
• student population aged 6–18 years;
• publications in the English language;
• articles directly accessible or accessible by contacting the author(s) (Lodi et al.,
2021).
Thirty-four articles met the inclusion criteria (Lodi et al., 2021). Their review found restorative
practices can improve the school climate, they promote positive relationships between peers and
between students and teachers (Lodi et al., 2021). In their review, they found the most common
restorative practice employed was circles. Lodi et al. (2021) state there is still limited evidence in
research which suggests further studies on impact of restorative justice and restorative practices
in school settings are warranted. Lodi et al. (2021) state circles are a preventive method that is
designed to support student-teacher relationships by creating a safe relational space. Other
researchers like Pentón Herrera and McNair (2021) and Costello et al. (2010) state circles are a
staple restorative practice because they strengthen community, shared leadership, connection,
and inclusion. This allows students to share their own experiences and feel seen and valued (Lodi
et al., 2021).
Circle Practice Is Culturally Responsive
Circle practice is culturally responsive and ensures students have access to culturally
representative and inclusive spaces (Anyon, 2016; Augustine et al., 2018; Fronius et al., 2019).
As stated earlier, circle practice fosters a climate that honors and values all voices while holding

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shared authority and accountability. Gregory et al. (2016) states restorative practices nurtures
trusting and positive interactions between the teacher and students from historically stigmatized
racial groups. Furthermore, Gregory and Thompson’s (2010) research shows Black students who
feel treated fairly by their teachers in turn are perceived as less defiant and more cooperative.
Gregory et al. (2016, 2021) found high levels of restorative practices implementation led to
positive relationships between teachers and students of different ethnicities. They also found it
led to lowered levels of inequality and promoted equity and social justice (Gregory et al., 2016;
Gregory et al., 2021).
Social-Emotional Learning
Social-Emotional Learning Overview
Jagers et al. (2019) discuss their idea of transformative social and emotional learning, a
way in which SEL competencies can be taught to promote equity and excellence among students.
These researchers believe that to serve marginalized communities, transformative SEL must be
employed as it equips students with the ability to critically examine the root causes of inequities
by focusing on issues such as power, social justice, and discrimination, to name a few (Jagers et
al., 2019). By using this lens, SEL can support disenfranchised groups in resisting oppression
and promoting collective well-being (Jagers et al., 2019). SEL programs help position students to
promote equity and justice (Jagers et al., 2019). SEL then becomes a tool students can employ
not just to regulate their emotions, but to also tap into their agency and critical consciousness
(Gregory & Fergus, 2017). Belfield et al. (2015) agree that SEL competencies encourage a shift
to view what is in an individual’s purview of control that then guides their choices and actions to
be in alignment with their values. In this way, those individuals with strong SEL competencies
become better citizens and have personal satisfaction and growth (Durlak et al., 2010).

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Despite the acknowledgement that SEL is critical and the emergence of policies
encouraging SEL implementation, many districts continue to struggle with SEL implementation
(Allbright et al., 2019). A study conducted by Allbright et al. (2019) was designed to examine
strong SEL implementation and practices. They looked at 10 outlier middle schools in California
that had strong student-reported data on SEL outcomes, especially for the Black and Latino
students. The researchers defined outlier schools as schools that “despite similar demographics
and resource limitations to those of peer institutions, exhibit behaviors or strategies that have
yielded better solutions and results” (Allbright et al., 2019, p. 39). This study employed case
study methods such as interviews, observations, and document analysis. The study ultimately
identified six categories of common SEL practices: strategies that promote positive school
climate and relationships, supporting positive behavior, use of elective courses and
extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies
and measurement and data use. Although the researchers could not report on which approach
would be most appropriate or effective for particular contexts, community-building circles did
fall under two of their six identified categories of common SEL practices: strategies that promote
positive school climate and relationships and SEL-specific classroom practices (Allbright et al.,
2019).
Allbright et al. (2019) found that one effective area of focus was supporting positive
behaviors. Schools that focused on supporting students rather than punishing them and on
mending damaged relationships showed students were able to better develop their self-awareness
and self-regulation skills (Allbright et al., 2019). This study also demonstrated that although
educators are aware SEL development in students is critical, there is a lack of understanding of
how schools may do so, and there is a need to further study practices that could support SEL.

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Jagers et al. (2019) agree there are substantial gaps in understanding how and if SEL programs
and approaches can support academic and SEL outcomes. Therefore, this study hoped to further
understand if a specific strategy, community-building circles, can promote students’socialemotional well-being, particularly their sense of belonging.
Social-Emotional Learning Competency: Sense of Belonging
A sense of belonging is an essential component of SEL (Durlak et al., 2011). Research
suggests a weak sense of belonging is among the strongest predictors of students’ fear of school
violence (Akiba, 2010 as cited in Crawford & Burns, 2022). On the other hand, when students
feel a sense of belonging they demonstrate higher levels of academic competence and efficacy
(Morris et al., 2020). Students who experience a sense of belonging experience acceptance,
value, and connection to their community. In a classroom setting, this leads them to feel included
and supported by their peers and teacher(s) and can contribute to students’ positive academic
outcomes (Durlak et al., 2011, Jagers et al., 2019).
Sense of belonging represents a fundamental need for relatedness with others
(Baumeister & Leary, 1995 as cited in Jagers et al., 2019). As such, school belonging is thought
to support historically marginalized student groups in their developmental outcomes (Kraft et al.,
2018). When students have a sense of belonging, they feel accepted, included and respected
(Jagers et al., 2019). Historically, marginalized students often report not feeling a sense of
belonging at school (Lodi et al., 2021). These students often become aware of the adults’ and
their peers’ negative perspectives of their ethnic/racial groups (Jagers et al., 2019). Therefore,
finding ways to support students’sense of belonging is critical to supporting positive outcomes
for historically marginalized students.

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Theoretical Framework
As stated, this study aims to examine how restorative practices, specifically communitybuilding circles, can influence students’sense of belonging. The sense of belonging hypothesis
formulated by Baumeister and Leary (1995) builds upon the work of others since the hypothesis
that people are motivated to form and maintain interpersonal bonds is not new. They noted John
Donne’s (1975) work where he argued, “No [person] is an island,” and Freud’s (e.g., 1930) work
around the need for interpersonal contact (as cited in Baumeister & Leary, 1995, p. 497). They
note how Bowlby’s (e.g., 1969,1973) attachment theory followed the Freudian pattern of one’s
attachment needs developing from the adult’s need to recapture the intimate contact he/she/they
had with their mother; this theory also posited the need to form and maintain relationships (as
cited in Baumeister & Leary, 1995). Baumeister and Leary’s (1995) claim expands on these other
hypotheses by pointing to the need of the combination of frequent interaction plus persistent
caring. Baumeister and Leary’s (1995) hypothesis states,
human beings have a pervasive drive to form and maintain at least a minimum quantity
of lasting, positive, and significant interpersonal relationships. Satisfying this drive
involves two criteria: First, there is a need for frequent, affectively pleasant interactions
with a few other people, and, second, these interactions must take place in the context of
a temporally stable and enduring framework of affective concern for each other’s
welfare. (p. 497)
They also noted that other theorists failed to provide systematic empirical evaluation of their
hypotheses. They specifically note how Maslow’s (1968) assertion of a belongingness need was
not supported by either original data or review of previous findings (Baumeister & Leary, 1995).
However, building upon Maslow’s (1968) hierarchy of needs, Baumeister and Leary

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(1995) are able to demonstrate the ill effects that can occur when one’s sense of belonging need
is not met. Maslow’s (1943, 1968) theory of motivation posits human beings are motivated to
fulfill the most basic needs prior to tending to their more advanced needs. Human beings are
always striving for hunger-satisfaction and will not be able to function until that hunger is
satisfied (Maslow, 1943). Therefore, the most basic needs must be met first and include things
like food, shelter, sleep, and clothing before a person is motivated to move on to their advanced
needs (Maslow, 1943). Following Maslow’s hierarchy of needs, physiological and safety needs
come first, so U.S. public schools are structured to provide food and safety through meal
programs and safety plans. While administrators and social workers/community liaisons address
other basic needs through grants and community donations, schools still often struggle to fulfill
students’ belongingness needs, which are essential for higher-level needs like the desire for
knowledge.
Maslow (1968) ranks belongingness needs in the middle of his motivational hierarchy of
needs. Meaning belongingness cannot occur until one’s basic needs are satisfied, but to get to
esteem and self-actualization, one’s belongingness needs must be met (Maslow, 1968). And,
Baumeister and Leary (1995) state that when people lack belongingness, they experience ill
effects such as maladjustment or stress, behavioral, or psychological pathology and possible
health problems (Baumeister et al., 2007). The need to belong is a powerful motivation for
interpersonal behavior and has major effects when one experiences social exclusion and rejection
(Baumeister et al., 2007). Research reveals the initial response to rejection is a decreased
sensitivity to pain and a reduced emotional awareness that can hinder empathy and potentially
contribute to various interpersonal behaviors (Baumeister et al., 2007). Additionally, selfregulation and intelligent thinking are adversely affected by rejection (Baumeister et al., 2007).

34
Social rejection inflicts a significant blow to the psyche, undermining the functional purpose of
many of its activities (Baumeister et al., 2007). As measured by reasoning tests and IQ tests,
studies found that social exclusion caused a sharp drop in intelligent thoughts (Baumeister,
Twenge, & Nuss, 2002 as cited in Baumeister et al., 2007). Being subjected to this kind of
rejection reduces the likelihood of an individual reacting and functioning in a thoughtful manner.
Exclusion primarily hampers rational thinking, the ability to draw conclusions, and other
cognitive processes that involve transitioning from one set of information to a different outcome.
The available evidence for the sense of belonging hypothesis indicates experiencing
acceptance, inclusion, or a sense of welcome tends to result in a range of positive emotions such
as happiness, elation, contentment, and calm (Baumeister & Leary, 1995). And, as the
introduction and literature review have shown, by developing students’sense of belonging, they
are more likely to be motivated, engaged and successful academically (Cartmell & Bond, 2015;
Durlak et al., 2011; Goodenow and Grady, 1993; Jagers et al., 2019; Morris et al., 2020;
Osterman, 2000; Ryan and Patrick, 2001; Roeser et al., 1996; Stipek, 1996, and Wentzel, 1993,
1997).
Conceptual Framework
This study’s conceptual framework posits that community-building circles, a restorative
practice, can be a means to fostering students’sense of belonging which will meet their basic
needs and help them to be motivated to tend to their higher self-actualization needs (Maslow,
1943). Since studies show institutional racism and its implications impact a sense of belonging
for students of color (Museus et al., 2018; Yosso et al., 2009), this conceptual framework
attempts to provide a hypothesis as to how community-building circles may build students’sense
of belonging by providing them with: equity of voice, empowerment, lasting, positive, and

35
significant interpersonal relationships (connection), and the belief that others care about your
welfare and like you (trust), as discussed above. The conceptual framework demonstrates the
sense of belonging theory fosters human motivation towards positive outcomes (Baumeister &
Leary, 1995). Further, community-building circles can help overcome the effects of institutional
racism that perpetuate disproportionality and poor student outcomes for historically marginalized
students by improving their sense of belonging. In this study’s conceptual framework, a sense of
belonging also incorporates Ezikwelu’s (2020) definition meaning that students are able to feel
they are accepted overall, but also racially accepted in their school environment.
Community-building circles can satisfy both of the sense of belonging hypothesis’s
criteria when implemented regularly in the classroom setting. Restorative practices foster
healthy, conducive learning environments (Evans et al., 2017); environments that center on
relationships and empowering students to have a voice. The educational goal of restorative
practices is to bring equity to all students and to rehumanize education (del Carmen Salazar,
2013). A successful restorative system includes the following tenets as stated by The
International Institute for Restorative Practices (Wachtel, 2004).
● Acknowledges relationships are central to building community.
● Ensures equity of voice among all members of the community. All voices are valued,
and everyone is heard.
● Establishes a culture of high expectations with high support, emphasizing doing
things “WITH” not “TO” or “FOR”.
● Builds systems that address misbehavior and harm in a way that strengthens
relationships and focuses on the harm done rather than only rule-breaking.
● Engages in collaborative problem-solving.

36
● Enhances accountability, responsibility and empowers change and growth for all
members of the community.
These tenets of restorative practices proactively build new relationships and social capital. Social
capital is defined as the connections among individuals (Putnam, 2001), trust, mutual
understanding, and shared values (Cohen and Prusak, 2001). Challenging inequity can promote
transformation, therefore, a shift to a more just behavior response and focus on community—
building is needed—one where students become empowered and build empathy because of the
relationships that are fostered in the pursuit of humanization (del Carmen Salazar, 2013). Three
of the tenets are represented on the conceptual framework: relationships are central, equity of
voice, and empowerment as represented by the maroon bricks (see Figure 1).
When students are given a voice and a forum to build connections, they are able to build
trust in turn with their teachers. Community-building circles are one such practice that lifts up
every voice in the classroom. This is how restorative practices can also have a strong impact on
how educators view their classrooms and students (Evans et al., 2017). Furthermore, the
storytelling that occurs in community-building circles helps marginalized students to heal, to
affect the oppressor and to be cognizant of their oppression (Ladson-Billings & Tate, 2017). This
in turn allows students to feel heard, to be validated, and, ultimately, to truly belong in the school
community. Community-building circles are represented in the green arrow showing the
influence these tenets of restorative practices have on students’sense of belonging. The concepts
in the white boxes ensure a sense of belonging is garnered: lasting, positive and significant
interpersonal relationships that are equivalent to (represented by the yellow arrow) connection
and belief that the other cares about your welfare and likes you that is equivalent to (represented
by the yellow arrow) trust. These concepts combine to influence students’sense of belonging.

37
Figure 1
Conceptual Framework
Summary
Restorative practices, and specifically circle practice, are a tool to build community and
develop students’ SEL competencies (Gwathney, 2021; Huguley et al., 2022). Studies have
shown how they support Black and Latino students (Allbright et al., 2019; Gregory et al., 2016)
by fostering equity of voice, empowerment, and better teacher-student relationships due to
connection and trust (Borman et al., 2016; Brown, 2017; Fronius et al., 2019; Gregory et al.,
2016). Research on the effects of restorative practices in school settings has grown in recent
years, but still has many areas to explore (Darling-Hammond et al., 2020; Kervick et al., 2019;

38
Lodi et al., 2021). This research aims to build upon the foundation of the studies presented in this
literature review. And, it will investigate a restorative practice, community-building circles, to
find how, if at all, they influence Black and Latino students’sense of belonging. The following
chapter will provide details into the research design and empirical methods used to understand
how community-building circles affect Black and Latino students’sense of belonging.

39
Chapter Three: Methodology
The purpose of the study was to examine how participation in community-building
circles (a restorative practices approach) influences Black and Latino students’sense of
belonging. Studies demonstrate circle practice builds community and develops students’socialemotional learning (SEL) competencies (Gwathney, 2021; Huguley et al., 2022) and studies
show restorative practices support Black and Latino students (Allbright et al., 2019; Gregory et
al., 2016). However, there is yet to be a study that specifically looks at circle practice and its
influence on Black and Latino students’sense of belonging. This chapter provides an overview
of the methodology for this study, data sources, strategies used to maximize credibility and
trustworthiness, ethical implications, and the positionality of the researcher and relationship to
the study. The research questions that guided the study are as follows:
1. How do Black and Latino students in Grades 6–12 describe their participation in
community-building circles?
2. How do Black and Latino students in Grades 6–12 describe their sense of belonging
in terms of equity of voice and empowerment as a result of circle practice?
3. In what ways, if any, do community-building circles influence Grades 6–12, Black
and Latino students’sense of belonging in terms of their ability to trust and connect
with their peers and teachers?
Overview of Methodology
The methodological design of this study was qualitative and the data was collected
through interviews. Qualitative research aims “to describe and clarify experiences”
(Polkinghorne, 2005 as cited in Lochmiller & Lester, 2017, p. 93). It does so by evoking
information that is specific to lived experiences and how individuals interpret those experiences

40
(Merriam & Tisdell, 2016). The qualitative data gathered through the interviews allowed students
to directly articulate their feelings, experiences and opinions regarding the impact of circle
practice on their sense of belonging. The participants’ perceptions in this study were critical to
understanding the influence of community-building circles. This is why it was important to speak
directly to students.
Interviews
Robinson and Firth (2019) remind the researcher,
although composing questions that ask respondents thoughts may seem easy, there is
much to understand about how people form attitudes, how they articulate them with
regard to answering questions about them, and the degree to which they can be
influenced by question wording and construction. (p. 44)
Therefore, the best tool to explore the research questions for this study was qualitative
interviews. Interviews allow the researcher to explore things that cannot be directly observed
(Patton, 2002). The researcher employed a semi-structured interview approach that included 15
concrete questions (Appendix A), but allowed for exploring and/or follow-up questions in order
to go deeper with the interview process (Merriam & Tisdell, 2016). The goal was to interview 10
students in Grades 6–13 who were able to share how circle practice influenced their sense of
belonging. The interview protocol was scheduled to last for a 1-hour time period.
Sample and Population
For the qualitative interviews, the researcher employed purposeful sampling where the
researcher selected individuals and sites on the basis of specific criteria (Merriam & Tisdell,
2016). One critical criterion was to conduct interviews with students who were practicing
community-building circles. The researcher selected individuals on the basis of specific criteria:

41
racial group (Black or Latino), grade level (6–12), equal number of girls and boys and nonbinary representation from 15 school sites within a mid-sized unified school district in Northern
California that employ community-building circle practice. The researcher determined which
students to include in the study by first asking site administrators which teachers on their staff
were consistently practicing community-building circles with their students. Through this
process, the researcher found that 15 teachers from 9 of the 15 school sites employed consistent
community-building circles. Class rosters from these 15 teachers’ classes over the past two years
were collected and narrowed down to students who identify as Black or Latino.
It is important to note the researcher questioned whether or not to refer to the students as
Black or African American in this study. As a result, all participants who identified as Black were
asked if they preferred to be called Black or African American. All participants from this ethnic
group started by describing themselves as Black when asked about their ethnicity. Only one
participant said he would be fine with being called Black or African American. However, he did
spend a few years living in Africa after being born in America. Therefore, hearing from the
participants on what their preference was, the researcher decided to refer to them as Black in this
study.
Students were the appropriate participants for this study because as Guajardo et al. (2016)
state, “the people closest to issues are best situated to discover answers to local concerns” (p.
32). This concept reflects the idea that individuals or communities who directly experience, and
are intimately familiar with, specific challenges or issues are often in the best position to identify
and develop solutions to those issues. This perspective emphasizes the importance of local
knowledge, expertise, and insights in addressing community-based problems. By engaging
students and valuing their voice and perspective, they are empowered and take an active role. In

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addition, when solutions are explored alongside the local stakeholders, the solutions are more
likely to be contextually relevant and culturally sensitive (Guajardo et al., 2016).
In Mt. Kind School District, Latino students account for about 20% of the total district’s
population which represents about 927 students K–12. Black students only represent 1.9% of the
total population which accounts for about 193 students K–12. As stated earlier, disproportionality
exists in this district with the Black and Latino students being overly identified for special
education. These same racial groups experience inequities in academics and show up
disproportionately in the district in the discipline and chronic absenteeism data as well. The goal
was to interview five Black students and five Latino students and to have an equitable
distribution of gender.
Participant Recruitment
Since the recruitment was targeting students in Grades 6–12, communication needed to
be sent to both parents/caregivers and students. Due to the researcher’s positionality in the
district (see discussion below), her secretary sent out the recruitment email (Appendix F) and
consent/assent (Appendices C, D, & E) emails/communication to parents/caregivers. Clear and
age-appropriate information about the study was provided to both the parents/caregivers and
students. The assent process was tailored to the minor’s developmental level (Lochmiller &
Lester, 2017). The consent form let families and students know they could also withdraw from
the study. When working with students who can provide informed assent (Appendices D & E),
the researcher must respect their autonomy and allow them to withdraw from the study at any
time without repercussions (Lochmiller & Lester, 2017). Finally, during the recruitment phase,
open and transparent communication was employed and all questions and concerns were
answered and addressed.

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Instrumentation
The interview protocol employed a semi-structured interview with 15 questions that
served as a guide. It contained mostly structured interview questions, but allowed the researcher
to respond to any given situation if further exploration or probing was needed (Merriam &
Tisdell, 2016). The interview questions were written in four main sections. The beginning of the
interview began with non-threatening demographic questions and an introductory question to
evoke students’ backgrounds and opinions on school. The next section moved into RQ 1 with
students describing their participation in community-building circles (Appendix A). The
subsequent two sections followed up on RQ 2 and RQ 3 asked students about their feelings as a
result of participating in community-building circles (Appendix A).
Data Collection Procedures
The interviews were conducted in person either during school hours or after school hours
depending on the parent/caregiver and student preferences. Since the purpose of each interview
was to record the participant’s perspective as fully and fairly as possible, the data was captured
using an audio recorder (Patton, 2002). This allowed the researcher to collect the most accurate,
verbatim data while focusing her attention on the participant (Merriam & Tisdell, 2016; Patton,
2002). Additionally, hand-written notes were taken by the researcher to capture main themes
along with tone and body language of the participant. By noting the participants’ non-verbal
cues, the researcher could probe or ask additional clarifying questions. The audio recordings and
hand-written notes were maintained in a secure database, Google Drive folder, and hand-written
notes, once transcribed, were shredded. Protecting confidentiality of participants is extremely
important so identities and data collection was securely maintained (Rubin & Rubin, 2012).

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Data Analysis
Data analysis consists of making sense out of what people have said, identifying patterns,
and putting together what people have said at various times throughout the interview, and
integrating the different responses from all the participants (Patton, 2002). Coding field notes and
interview transcripts is a critical piece that assists in the data analysis (Lochmiller & Lester,
2017; Merriam & Tisdell, 2016). Analysis began with transcribing the voice-recorded interviews
and then coding the transcripts to identify similar phrases, relationships to the conceptual
framework, patterns, and themes that emerge (Lochmiller & Lester, 2017).
A hybrid coding strategy was employed, combining deductive and inductive coding
techniques to ensure a comprehensive and nuanced analysis of the data. The first phase of
analysis entailed a priori codes, meaning the researcher began with a set of predefined codes
based on existing theories and the conceptual framework. These a priori codes served as a
foundation for organizing and categorizing data in a structured manner. A priori coding also
ensured that important concepts or theoretical constructs were explicitly considered during the
analysis. The second phase employed emerging coding where the researcher was open to the
emergence of new codes or themes that were not anticipated in the initial coding framework.
During the data analysis process, researchers immerse themselves in the data and allow patterns,
themes, or concepts to emerge naturally. Emerging codes capture unexpected findings, nuances,
and unique insights that may not have been part of the original coding framework. Employing
both approaches helped to ensure the researcher struck a balance between deductive reasoning
(starting with preconceived ideas or theories) and inductive reasoning (allowing themes to
emerge from the data; Lochmiller & Lester, 2017). This approach enhanced the rigor and

45
comprehensiveness of the analysis, as it ensured that both existing knowledge and new insights
from the data were taken into account.
The Researcher
My positionality is grounded in having a Mexican grandfather who immigrated to
America with just twenty dollars in his pocket and my Japanese grandparents who were forced
into the World War II internment camps. They attained middle-class status, as did my parents,
and stayed connected to their cultures. Being a biracial woman of color, I have been subjected to
oppressive attitudes of being an affirmative action admit, Asian model minority, and
Mexicanized illegal immigrant (Patton, 2016). As an educator, this positionality which developed
at the intersection of having middle-class, immigrant grandparents, and being bi-racial is why I
am passionate about dismantling oppressive systems.
Being Latina, I identify with the Latino students being studied in this research. Currently
in the district where this study was conducted, Latino students show up disproportionately in
chronic absenteeism data, overidentification for special education data, discipline data, and
academic achievement data. Latino students have always been marginalized in public schools.
Since the inception of schooling in this nation, the pattern of racial advantage and inequities
(Gillborn, 2005) have existed due school’s key function to sort students into their respective
societal positions (Patel, 2016 as cited in Ladson-Billings and Tate, 1995). My positionality
threatened biases in my research. I am biased as a minority educator feeling we are not doing
enough to meet the needs of our Black and Latino students in public education due to my own
experiences as a student, educator, and administrator. I am cognizant that in conducting this
research I may be attempting to right what I judged to be wrong with Mt. Kind School District’s
behavior response and pedagogical lens (Glesne, 2011).

46
This is why I found it important to incorporate a qualitative approach, to give Black and
Latino students a chance to voice their perspectives on community-building circles directly
without projecting my own biases. “Qualitative researchers are most often interested in studying
natural environments and focus on understanding how people make sense of and experience the
world around them” (Lochmiller & Lester, 2017, p. 92). Although I am not a part of the Black
community, that did not mean I could not study their perspectives. However, it implied I should
employ Tillman’s (2002) culturally sensitive research approach in qualitative research. This
approach ensures the researcher holds the cultural knowledge necessary to accurately interpret
and validate this group’s experiences. This approach helped to “reveal, understand, and respond
to unequal power relations that may minimize, marginalize, subjugate, or exclude the multiple
realities and knowledge bases of African Americans” (Tillman, 2002, p. 6).
Further, I do hold positional power over site administrators and staff in my role as district
director of secondary education. However, since the study was designed to interview students
who will not feel the power dynamics of my job title, there was no threat to the data in this
regard. An adult-to-student power dynamic existed. In educational settings, there is often a power
imbalance between teachers or researchers and students (Seidman, 2013). Students may perceive
the interviewer as an authority figure, and this perception can influence their responses. It was
crucial for the interviewer to acknowledge and mitigate this power differential by creating a safe
and comfortable environment where students felt free to express themselves honestly.
Another way to mitigate the threat of my positional power was by engaging in reflexive
practice which involved ongoing reflection on the researcher’s own positionality and power
dynamics throughout the research process (Lochmiller & Lester, 2017; Merriam & Tisdell,
2016). The researcher also recognized that students have their own unique perspectives and

47
experiences therefore, she respected their autonomy and agency by allowing them to express
themselves freely, even if their views differed from those of the researcher. The researcher also
avoided using overly formal or authoritative language when interacting with students, using ageappropriate and non-hierarchical language to create a more egalitarian atmosphere. By being
aware of these power dynamics and taking steps to mitigate their impact, researchers can conduct
interviews with students in an ethical and respectful manner, ensuring the validity and integrity
of the research while prioritizing the well-being and autonomy of the participants.
Ethics
Informed consent (Appendix C) was a must in this study especially since the researcher
was not of the same racial background as both student groups (Dei, 2005; Glesne, 2011). For
qualitative data collection, the researcher has to employ third-party consent for students
(Lochmiller & Lester, 2017). Third-party consent in research refers to obtaining consent
(Appendix C) or permission from someone other than the primary research participant to allow
the participation of the primary participant in a research study. This typically occurs in situations
where the primary participant is not capable of providing informed consent (Appendix C) on
their own due to factors such as age. When conducting research involving minors, researchers
typically obtain informed consent (Appendix C) from a parent or legal guardian on behalf of the
child. The parent or caregiver was the third party providing consent.
The researcher gained consent (Appendix C) via ParentSquare, an electronic email tool.
Paper consent forms (Appendix C) were also distributed to those families who did not have
technological access. Consent helped to ensure that participation in the interview was entirely
voluntary and that there was no pressure on students to participate. Parents/caregivers and
students were made to feel that they could decline participation without facing negative

48
consequences, such as lower grades or unfavorable treatment.
Students and teachers remained confidential (Glesne, 2011). This was especially
important since the researcher works at the district office level and the positionality could cause
harm otherwise. If students’ and teachers’ names were revealed, they could become targets for
those who do not believe in community-building circles and may be blamed for having to
employ circles as a result of this study, for example. Teachers’ anonymity was important since
one could possibly use triangulation of Black and Latino students and teachers who employ
circle practice. Students being Black and Latino could also be further marginalized by their
teachers and staff if their identities were revealed. These student groups are often already othered
and this may ostracize them further if care in keeping their responses confidential was not taken.
It was also critical that during the interviews, the researcher reflected and affirmed the epistemic
community as a means to engage with participants in their perceived identity and experiences of
the world around them (Dei, 2005). As Lochmiller & Lester (2017) remind us, the human aspect
of the research process demands that we think carefully about how we interact with others and
the consequences of our interactions.
Credibility and Trustworthiness
Merriam and Tisdell (2016) explain that credibility refers to the extent to which the
findings of a study accurately reflect the experiences and perspectives of the participants. This is
another reason for employing Tillman’s (2002) culturally sensitive research approach to ensure
that participants’ viewpoints and perspectives were accurately captured and reported out. The
following list demonstrates the main components of the culturally sensitive research approach.
1. Culturally specific knowledge: Researchers aim to capture the unique experiences of
Black and Latino participants, respecting and preserving their cultural identity. They

49
recognize the importance of cross-race and same-race perspective and address insider
and outsider dynamics.
2. Cultural resistance to theoretical dominance: Culturally sensitive research strives to
uncover and challenge unequal power dynamics that may undermine the knowledge
of Black people. Researchers question their own privilege, as well as claims of
objectivity in research, and prioritize the viewpoints of those directly affected by
unequal power relations.
3. Culturally sensitive data interpretations: Experiential knowledge is considered
legitimate and essential in analyzing, understanding, and presenting data. Researchers
may use storytelling, family histories, narratives, and other culturally relevant
methods for data presentation. The focus is on providing insights into the unique
experiences of Black people.
4. Culturally informed theory and practice: Culturally sensitive research informs the
development of theories and practices tailored to the specific circumstances of Black
people’s lives. Researchers incorporate participants’ perspectives and cultural
understandings to bridge the gap between theory and reality, ultimately aiming to
propose educational changes and engage with the broader community.
Additionally, credibility is essential in establishing the trustworthiness of qualitative
research and ensuring that the findings are taken seriously by other researchers and stakeholders
(Lochmiller & Lester, 2017; Merriam & Tisdell, 2016). Trustworthiness refers to the degree of
confidence that can be placed in the findings and interpretations of a study (Merriam & Tisdell,
2016). Trustworthiness is crucial because qualitative research often involves subjective
interpretations and is more open to researcher bias than quantitative research (Merriam & Tisdell,

50
2016). Since I, as the researcher, cannot eliminate my positionality, I had to address my biases
and mitigate them (Maxwell, 2013; Merriam & Tisdell, 2016). Being cognizant of reactivity was
also critical for the researcher because it was impossible to eliminate the actual influence of the
researcher when conducting research; the researcher needed to be self-aware and not do things
that may have altered the outcome of the study (Maxwell, 2013; Merriam & Tisdell, 2016).
Another way to enhance credibility in qualitative research is by establishing rapport with
participants to build trust and encourage open communication (Merriam & Tisdell, 2016). This
assisted the researcher when she needed to seek feedback and clarification from participants so
as to not misinterpret their responses (Seidman, 2013). Being an educator for nineteen years, it
was easy for the researcher to build rapport with students in a short amount of time. One of my
superpowers as an administrator is building rapport with our most at risk youth. I am the
Expulsion and Student Attendance Review Board Chairperson, and I am always able to develop
a quick rapport with students who find themselves in these Tier 3 intervention levels. I further
ensured this by being transparent in my communication with the parents/caregivers. Often, Black
and Latino parents/caregivers are the ones who feel the most disconnected from schools.
Lochmiller and Lester (2017) emphasize the importance of transparency and establishing
credibility by providing clear and detailed descriptions of the research process and methods. In
addition, by making the data and analysis available to other researchers, the credibility of the
study can be achieved (Lochmiller & Lester, 2017; Merriam & Tisdell, 2016). Ultimately, I, as
the researcher, acknowledge achieving credibility in qualitative research is an ongoing process
that requires constant attention and reflexivity on the part of the researcher. By engaging in
careful and systematic data collection and analysis, and by taking steps to enhance the
trustworthiness of the findings, I established credibility and contributed to the overall quality of

51
the research. The researcher employed the following practices to ensure credibility: solicited an
outside perspective on interview questions to ensure that they are objective and not leading, and I
was transparent with my positionality (Seidman, 2013). These strategies helped to ensure any
potential biases or power imbalances caused by my positionality were identified and addressed.

52
Chapter Four: Findings
The purpose of the study is to examine how participation in community-building circles
(restorative practices approach) influences Black and Latino students’sense of belonging. The
following research questions provide insight into how students describe community-building
circles and their influence on them:
1. How do Black and Latino students in Grades 6–12 describe their participation in
community-building circles?
2. How do Black and Latino students in Grades 6–12 describe their sense of belonging
in terms of equity of voice and empowerment as a result of circle practice?
3. In what ways, if any, do community-building circles influence Grades 6–12, Black
and Latino students’sense of belonging in terms of their ability to trust and connect
with their peers and teachers? How do students describe their participation in
community-building circles?
In review, the theoretical framework guiding this study is the sense of belonging hypothesis
formulated by Baumeister and Leary (1995) in which they claim that frequent interactions plus
persistent caring supports belongingness. Qualitative data was collected from interviews with 10
students: four Black and six Latino students. Interview responses were captured via Zoom
recording and transcription features. These responses were then analyzed using Atlas TI and
themes were identified and documented.
Participants
The participants in this study were students who were practicing community-building
circles. The researcher determined which students to include in the study by first asking site
administrators which teachers on their staff were consistently practicing community-building

53
circles with their students. The researcher then pulled those teachers’ class lists and selected
students on the basis of specific criteria: racial group (Black or Latino) and grade level (sixth–
12th) from nine school sites within a mid-sized unified school district in Northern California that
employ community-building circle practice. Of the participants, six identified as Latino and four
identified as Black. Two students were sixth graders, one was a seventh grader, one was an 11th
grader, and six were 12th graders. All students had experience practicing circles in their
classrooms. The breakdown of participants is outlined in Table 1.
Table 1
List of Student Interview Participants
Student name
(pseudonym)
Grade Race Preferred pronouns
Sarah 6 Mixed: White and Black She, her, hers
Lauren 6 Latina She, her, hers
Hilary 7 Latina She, her, hers
Daisy 11 Latina She, her, hers
Lionel 12 Latino He, him, his
Jennifer 12 Latina She, her, hers
Alicia 12 Latina She, her, hers
Kody 12 Black He, him, his
Jodi 12 Black She, her, hers
Nina 12 Black She, her, hers

54
Findings for Research Question 1
How do Black and Latino students in Grades 6–12 students describe their participation in
community-building circles?
The way students articulate their participation in community-building circles provides
insights into their understanding of the purpose of this practice and their awareness of how circle
practice may or may not serve to support them. Community-building circles provide structured
group discussion where students sit in a circle led by a facilitator, who serves to protect all
participants, and students are asked to reflect on a question/topic and take turns voicing their
perspectives (Brown, 2017; Costello et al., 2010, Gregory et al., 2016; Yerace, 2014).
Community-building circle prompts can be around academics, emotions, experiences, or
classroom-specific discussions (i.e., classroom norms). The goal is to build connections and
community through active listening, empathy, and validation of one’s thoughts, feelings, and
experiences (Gregory et al., 2016; Gwathney, 2021) all while developing students’socialemotional skills and competencies (Morrison, 2007).
Participants’ responses demonstrate an understanding of the structure of circle practice,
the purpose of circles, and how students show up to participate. For example, Kody describes
circle practice structure,
we start off [with] one person [who] volunteers. You know, get the rhythm going, the vibe
and from then on we just pass the talking stick either to the next person and … if the
person is not comfortable with sharing, then another volunteer comes up.
Pranis (2005) reinforces Kody’s understanding of the talking piece in her book stating all others
listen while the person holding the talking piece speaks and when that person has finished
speaking, they then pass the talking piece to the next person. The talking piece allows for a

55
change in the balance of power by giving all participants (students, teachers, administrators, etc.)
equal opportunities to speak, fostering equity and empowerment (Brown, 2017).
Jodi echoes this sentiment in her description of circle practice’s purpose,
I personally think that the practice was really just trying to give each student a voice. I
think it gave people an opportunity to speak their truth and share what they were feeling.
And, I think that the circle gave a good opportunity for some of our students to really
voice their feelings and opinions.
Researchers acknowledge regardless of schools’ efforts to promote belonging and equity, many
voices are still not heard and these voices need to be lifted, empowered, and amplified (Allen et
al., 2022; Faircloth, 2021; Gray et al., 2018). Participants’ responses exemplify their belief that
circle practice’s structure does support equity of voice. Two themes that emerged from
participants’ responses were the structure of community-building circles supports student
discussion; and community-building circles’ purpose and structure provide for emotional safety
and expression.
Theme 1: The Structure of Community-Building Circles Supports Student Discussion
All 10 participants were able to articulate the design of community-building circles as
seen through their perspective. Five participants explicitly stated students sit in a circle and five
explicitly described how a talking piece was employed. For example, Kody stated, “[Circle
practice is when] your peers or your fellow students basically gather in a circle. We have this
little talking piece, so we can respect each other’s speaking time. It’s more about listening than
actual speaking.” The participants overall reported the structured use of facilitation tools, like the
talking stick/talking piece, emphasize respectful listening and structured turn-taking, which aids
in managing the flow of conversation. Lionel stated,

56
We have this talking stick and we kind of just pass it around. Everyone gets the option to
talk if you know they’re not feeling it or maybe they wanna come back to them.
Obviously, it’s a choice, it’s an option.
Table 2 provides specific quotes that describe participants’ perceptions of the circle structure.
Table 3 provides more quotes that exemplify participants’ knowledge that they can pass during
circle practice.
The ability to pass in circle practice is a common norm that helps to build trust and safety
(Kervick et al., 2019). All participants affirmed that a norm followed in circle practice was the
ability to pass. Lionel talked about the safety students feel since they have the option to pass,
Nobody’s ever forced to just talk, you know, because then it wouldn’t be a space for you
as [that would] really put the pressure on you to say something. The option of not
speaking if you’re not feeling it is there.
Table 2
Community-Building Circles’ Structure
Structure Example quotes
Students’ perception
of circle structure:
design and talking
piece
Everyone in our group sits in a circle and each person gets their own
moment or gets to raise their hand, or holds something that gives
them the floor. And, everyone else just has to sit and listen and hear
their expressions on whatever is going on. Sometimes, it would just
be a scenario where you listen and you can relate and you can share
your relationship and sometimes it was just a scenario where you
sat through and heard what people had to say and took it into
account. (Jennifer)
We’re just sitting in a circle, kinda getting to know the people that are
sitting around us. (Alicia)
It’s like where your class goes into a circle. And, each person could
either say something or they could pass. (Hilary)

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Table 3
Circles Provide Emotional Safety
Structure Example quotes
Students’ ability
to pass: fosters
feelings of
safety
I feel like it’s a good opportunity for me because students can learn more
about me, so I take the opportunity to speak about certain things.
Basically, it’s not something you’re forced to do, [it’s] something you
take part in doing, you take the initiative. (Kody)
It is never forced. (Lionel)
We can always say pass if we want to. (Lauren)
But we’re not really forced to participate. [If others] understood the question,
but I don’t, then, [my teacher] would kind of see me struggling. She
would come up to me and be like, ‘think about it this way.’ And, so it was
kind of like she made the question different to a level that I [could]
understand. (Jennifer)
Daisy shared how circle practice supports quieter students: “I’ve noticed that if you’re
more introverted, you could [participate] this way so it makes you more comfortable and makes
things easier for you.” All participants highlighted the importance of voluntary participation,
emphasizing the choice to speak or pass enhances their comfort and engagement in the process.
Theme 2: Community-Building Circles’ Purpose and Structure Provide for Emotional
Safety and Expression
Researchers describe restorative practices as a means to strengthen communities by
acknowledging the human desire to be treated with dignity and the need to create thriving and
meaningful connections (Bailie, 2019; Pentón Herrera & McNair, 2021). Circle practice
specifically fosters trust, builds empathy and community according to many other scholars
(Augustine et al., 2018; Brown, 2017; Darling-Hammond et al., 2020). All participants,
seemingly not knowing this research, describe the purpose of community-building circles

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similarly. They perceive the circles as platforms for building peer relationships and receiving
support which is crucial for fostering a supportive school environment. Jennifer stated:
I think the purpose of circle practice is kind of starting to get to know each other and being able
to communicate with one another. We can talk to each other and know different types of
perspectives that people have, so we don’t have to disrespect each other and we know…where or
who to go to if we need any type of help. Table 4 further indicates participants’ clear
understanding of circle practice’s purpose.
Table 4
Circle Practices’Purpose Fosters Student Expression
Purpose Example quotes
Students’
description of
the purpose of
circle practice
Most of the time the purpose was to kind of dig deep into your emotional
state of mind, separate from the academic for a little bit. And, to listen
to you and even sometimes there’s advice given by other peers, [but]
it’s never to bring you down. It’ll always be to bring you up especially
if you know if you’re going through anything that’s specifically hard;
people will always be there to lift you up. (Lionel)
It gets us ready for the other part of the day and we like to share how we
are. (Sarah)
I think the purpose of circle practice is to get to know your peers and to be
able to get vulnerable with the people. (Alicia)
Generally, for students to bond with each other and get to know more
about each other, students and your peers. I think it’s important to
maintain a connection with them, so when you’re listening, you’re
actually like taking the time to understand what people are going
through, their life and how they feel about being in class and about you.
(Kody)
I think part of the unity aspect is sitting in a circle. That alone, it’s all just
kind of a group and it forces you to be grouped as one, it forces you to
be close. It forces you to look at people and really see them and see
how they’re feeling. (Jodi)

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Lastly, participants also describe circles as safe spaces where they can freely express their
thoughts and emotions, contributing to a sense of personal relief and community understanding.
Lodi et al. (2021) notes restorative practices are a preventive key that welcome and care for
people, relationships, and communities. They also posit restorative practices allow for prosocial
behaviors by developing students’social and emotional skills, listening skills, and positive
interpersonal relationships, and trust (Lodi et al., 2021). Jodi shared although not everyone was
an extrovert or as vocal as her, circle practice supported all students to speak up,
People, not everyone wants to share everything, not everyone’s an open book, so I do
think that doing community building circles kind of just allowed us to open up
completely; like it’s a safe space. It’s regulated by teachers and I know there were a few
students who found it easier or just in general find it easier to have a conversation when
it’s regulated by an adult.
Jodi felt the structure and facilitation by teachers also provided reluctant students with safety.
Table 5 reveals others participants’ beliefs that circle practice allowed freedom of expression.

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Table 5
Circle Practice Fosters Student Expression
Student expression Example quotes
Circle practice evokes
students’ feelings
and expressions
[You’re able to] really express your feelings, sometimes it’s specific
about what you’re going through or it could be in general if there’s,
you know, anything going on with your life that you’d like to let out
because obviously it can be draining to keep it in. So, I think it
gives us students a chance to really not only bond with our
classmates, but really it’s for ourselves to be able to express
ourselves. (Lionel)
We just talk about how our day was and our mood…because then we
can learn how other people are feeling and how their day is going
and what they’re looking forward to. (Lauren)
Discussion for Research Question 1
There were two themes: the structure of community-building circles supports student
discussion; and community-building circles’ purpose and structure provide for emotional safety
and expression. Participants’ responses paint a comprehensive picture of how students perceive
and describe their participation in community-building circles, highlighting the importance of
voluntary engagement, emotional expression, peer support, and structured communication.
Participants were clearly able to articulate the purpose of circles, and all felt the structure
supported lifting up their voices and their peers’ voices. Circles provided a safe space to express
their feelings and opinions. Community-building circles are designed to give students an
equitable platform to share their thoughts and feelings (Brown, 2017). The participants reported
the structure of these circles, including the use of a talking piece, ensure each student has a
moment to speak without interruption, promoting a balanced distribution of speaking
opportunities among all participants. The findings suggest this structured approach not only

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facilitates equitable dialogue but also empowers students by affirming their right to participate in
the discourse, enhancing their confidence. The participants’ responses highlight how communitybuilding circles effectively address key aspects of student engagement, emotional safety, and
community involvement. These findings underscore the importance of implementing and
maintaining circle practice as a means to enhance interpersonal relationships and promote a
culture of respect and understanding within schools. These findings support researchers’ claims
that community-building circles are structured discussions that promote communication,
understanding, and relationship-building in a safe and inclusive space for participants to share
their thoughts, feelings, and experiences (Augustine et al., 2018; Borman et al., 2016; Costello et
al., 2010; Gwathney, 2021; Lodi et al., 2021).
Findings for Research Question 2
How do Black and Latino students in Grades 6–12 describe their sense of belonging in
terms of equity of voice and empowerment as a result of circle practice?
According to Walton and Cohen (2007) members of socially stigmatized groups, such as
Black and Latino students, may be relatively more uncertain about their social belonging in
schools which are mainstream institutions. They report further the stigmatization these groups
face can lead to what they call ‘belonging uncertainty’ (Walton & Cohen, 2007). Participants’
responses show how they believe circle practice provides them with equity of voice and
empowerment which can mitigate this belonging uncertainty. As already reported for Research
Question 1, circles provide a shift in the power from an individual, usually the teacher, to the
entire community participating in the circle (Pranis, 2005). Therefore, the very structure of circle
practice provides for equity of voice which combats the power and control dominant groups
usually hold over the speaking and listening processes (Pranis, 2005). Schools, a mainstream

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institution, usually do not have shared power due to its top-down leadership approach (Pranis,
2005). Marginalized students, in this type of environment, are cognizant of the both real and
perceived unequal opportunities to have their voices heard (Pranis, 2005). Conversely, circles
facilitate collaboration, fostering solidarity and symbolizing community (Costello et al., 2010;
Lodi et al., 2021; Pentón Herrera & McNair, 2021). They also provide a space for all voices to be
heard and for students and teachers to share ownership and accountability (Brown, 2017;
Gregory et al., 2016). The participants’ responses reveal circles have provided them with equity
of voice and empowerment. Three themes emerged:
1. Circle practice ensures students have equity of voice and their contributions are
valued.
2. Circle practice affords students with a space where everyone is heard contributing to a
nurturing and inclusive environment.
3. Students feel empowered by circle practice, gaining confidence and a sense of agency
to express themselves and contribute to discussions, even on contentious or personal
topics.
Theme 1: Circle Practice Ensures Students Have Equity of Voice and Their Contributions
Are Valued
All participants expressed how circle practice provides a platform for them to voice their
thoughts and concerns. Four participants specifically stated it helps to elevate the voice of others
who may feel less comfortable speaking out. Kody stated, “You have a sense of agency where
you can speak up for yourself and you can bring your ideas.” Hilary stated although she gets a bit
nervous, she still wants her voice to be heard, “It’s kinda stressful because sometimes a bunch of
people have stuff to say and then I didn’t have much to say, but I still wanted to say something.”

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This shows reluctant students take advantage of the space and feel comfortable to share
regardless of how it may compare to what their peers said.
Participants also noted it was not just about having a structure to have a voice, but also a
belief that what they said was being valued by their peers and teachers. In exploring how
students feel their peers and teachers value their contributions during circle practice, participants
shared the perception their voices are respected and valued. Participants expressed circle practice
provides a platform where both peers and teachers actively listen and value their contributions.
This recognition appears to enhance students’self-esteem and encourages more open
communication. Alicia stated,
They’ve [teachers] always valued what I said, but I feel like [through circle practice] they
truly were able to actually value what I said because I was going in depth with how I felt
and they were able to see more of me rather than what I presented to them [before].
This statement reflects how circle practice facilitates teachers’ deep understanding and
appreciation towards student expressions. This aligns with what researchers posit about circle
practice providing a positive structure that fosters a supportive educational environment,
enhancing student engagement and personal expression (Gwathney, 2021; Huguley et al., 2022;
Kervick et al., 2019). Tables 6 and 7 provide other quotes that exemplify participants’ reported
circle practice provides them with equity of voice and feelings of value, respectively.

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Table 6
Circle Practice Ensures Equity of Voice
Equity Example quotes
Students’
description of
equity of voice
Students are able to share things very specific to themselves because a lot
of people aren’t super comfortable sharing out or just calling things as
they are. … Everyone feels like they have a voice [it] was really
impactful and I want everybody to have that voice. (Jodi)
You’re not asking questions, you’re just sitting there. You’re aware even
more about what you think or like how you express your feelings.
(Kody)
It gave me a lot of good perspective because we really did have some
students that don’t talk much and don’t advocate for themselves very
much in that setting. [Circles] really gave them a chance to share, so it
kind of opened my mind up to some other perspectives that I hadn’t
really thought about. (Jennifer)
For example, I remember a classmate, they wouldn’t really talk at all like
during class, but during circle time, I’ve seen them grow as a person and
I’ve also seen them even participate in circle time now which I think is
huge. (Lionel)
Table 7
Circle Practice Allows Students to Feel Their Contributions Are Valued
Value Example quotes
Contributions are valued
in circle practice
Personally, it makes me feel kind of valued in class because I get to
express my decisions, my creativity, whatever we’re talking about.
(Jennifer)
I felt like he [the teacher] values what I have to say. (Lauren)
I feel like the opportunity that comes with circle bonding helps your
teacher to understand you on a deeper level. And, I feel like, in this
way, she or he values you. (Kody)

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Jennifer mentioned, as did three other participants, her teacher would have valued what
she had to say even without circle practice. However, she stated,
[Teachers at my school] make you feel welcomed, but you know, [if] you’re like a type of
shy person these circles would help the teachers know more about you because that’s
where you get to talk and kind of … express yourself in many different ways.
This emphasizes the welcoming nature of the school environment fostered through circle practice
even when a teacher may already be inclined to value all students. And, as Lionel states, teachers
who practice circles are the ones who want to hear what students have to say, “Mostly, I know
that the teacher actually cares about what I feel; the simple fact of bringing up circle time means
that they want to hear what students are going through.” Jodi also contributed, “I do know that
[my teachers] were very engaged so it was never like there was a lack of engagement which I
feel I had experienced a little bit with some other teachers at [my other high school].” Jodi
explained during her interview that the teachers at her new high school in Mt. Kind practiced
circles and her sentiments show the contrast in engagement levels with circle practice leading to
better engagement and valuation of students.
The participants’ responses suggest that circle practice allows equity of voice and
enhances the value placed on student voices. Sarah’s statement reflects the supportive
atmosphere that helps students feel valued and understood, “It just really gives me a good start
off to the day and makes me feel comfortable.” These responses collectively highlight the
profound impact of circle practice on student perceptions of how valued and respected their
voices are in their classrooms due partially to the equity of voice structure.

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Theme 2: Circle Practice Affords Students With a Space Where Everyone Is Heard
Contributing to a Nurturing and Inclusive Environment
All participants shared participating in circles allowed them to feel heard. Researchers
agree that circle practice ensures all voices are heard (Brown, 2017; Gregory et al., 2016;
Riestenberg, 2012). Alicia asserted she feels heard when participating in circles, “I feel heard. I
like that all eyes and ears are on you.” Her response indicates students experience a positive
impact when they perceive their voices are not only heard but also respected. Jodi, a selfproclaimed extrovert noted,
At a certain point, there were no distractions. You couldn’t have your phone … no lesson
was going on. It could make you feel a little bit shy having everybody look at you when
you’re talking. I didn’t have that issue, but I could see how it would. I think a lot of it is
just about feeling heard.
She went on to explain, “I had always kind of felt heard. I think that having the floor and having
everybody just sit and listen to you does kind of amplify your voice a little bit.” Table 8
demonstrates other responses from the study’s participants.
Researchers who report on restorative practices agree circles promote listening skills
(Brown, 2017; Gwathney, 2021; Lodi et al., 2021; Pranis, 2005) This study’s participants agree;
Lionel and Alicia report, “Everybody is just listening to you,” and “teachers [are] actively there
listening and engaging with what we’re saying, what my peers are saying,” respectively.
Participants describe circles as spaces where everyone is heard, and feedback is
constructive, contributing to a nurturing and inclusive environment. Lionel shared, “[My
classmates] are listening to me and responding with constructive criticism, nothing negative. As
bad as that may sound … it will always come off as constructive criticism.” And, Jodi stated

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even when teachers are facilitating circles instead of participating in one, “they were listening
and they were actively paying attention to you and giving you more time to speak.”
In summary, Theme 2 underscores the transformative power of circle practice in creating
nurturing and inclusive educational environments where every student feels heard and valued.
Through these practices, students experience a sense of being actively listened to, which not only
validates their presence, but also amplifies their voices within the academic community. The
inclusivity fostered by circle practice ensures all participants, regardless of whether students are
naturally vocal or not, have an equal opportunity to share and are met with undivided attention
and respect from peers and educators alike. This restorative practice approach to communication
within educational settings encourages a deeper understanding among students and teachers,
fostering a supportive community where constructive feedback is the norm and every voice
matters (Brown, 2017, Allen et al., 2022; Faircloth, 2021; Gray et al., 2018).
Table 8
Circle Practice Allows Students to Be Heard
Feel heard Example quotes
Students
participating in
circles feel
heard
It also makes me feel like I want to be heard, you know, cause some
people might just listen to you just to listen to you, but they don’t really
care what you say. And it’s kinda like, well, why am I talking at this
point, you know? So it does give me the space to be heard. It makes me
feel heard. And I think that’s really important. (Lionel)
I feel like now that as seniors, we volunteer, so we kind of respect each
other if we have a circle practice, but everyone, they always make sure
to listen to that person, give them their full attention. (Jennifer)
Yeah, being able to kind of, you know, be heard and seen. Not judged.
(Jennifer)
I feel like my classmates really hear me and they care about what I have to
say. (Sarah)

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Theme 3: Students Feel Empowered by Circle Practice, Gaining Confidence and a Sense of
Agency to Express Themselves and Contribute to Discussions
Circle practice not only allows students to speak but also to influence the classroom
dynamics and content, giving them a sense of empowerment and agency. Participants expressed
feeling empowered not just to speak up but also to take action, whether in the form of asking
questions, participating in school governance, or advocating for others. This empowerment is
seen as directly stemming from the supportive environment of circle practice. As stated in
response to Research Question 1, participants report feeling empowered by the agency they
possess within circle practice specifically by having the choice to speak up or pass, which shifts
the traditional power dynamics often found in classroom settings as stated in past research
(Brown, 2017; Pranis, 2005). Lionel shared, “I feel like it definitely gives us our own sort of
power. First off, you know, you get to choose if you want to speak or not.” His statement reveals
his belief that empowerment comes from having the choice to participate. He goes on to share,
I feel like that’s huge because there’s a lot of anti-social people that, you know, get really
nervous talking. And this space gives us the opportunity to either express what we feel
or at least think about it, you know, so, I think…having the power to either
speak or not speak is huge. Not only that, I feel like it gives us the confidence to speak
up a little bit more during class. If we don’t agree with something with the teacher, we
might respectfully, you know, ask them why or, give our opinion, make sure our voices
are heard as well.
Kody, likewise, indicated, “Sometimes kids feel in schools like I don’t really have agency. I can’t
speak up for myself and no one is going to listen to me. You have a sense of power, a sense of

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agency.” These sentiments illustrate that participants feel like the ability to participate or pass
enhances their confidence and enables them to have participatory decision-making power.
Findings also showed circle practice empowers students by allowing them to express
their thoughts and feelings freely, contributing to a more open and inclusive classroom
environment. Kody shared, “Even if you disagree with your teacher, you can speak up for
yourself and you can bring your ideas”. Alicia goes on to report, “Circle practice gives your
voice power, and you can express your point of view. As a result, I feel like I have influence.”
These responses emphasize how circle practice enhances the perceived value and impact of one’s
voice. Table 9 further illustrates participants’ feelings that circle practice not only empower them
as individuals, but also enable them to contribute meaningfully to the community and to enhance
their sense of purpose and pride.
Circle practice also serves as a catalyst for personal growth and social engagement,
especially for those who might initially be more reserved or anxious about speaking in public
settings. Hilary shares that circle practice provides a supportive environment for those less
confident in their speaking abilities, “Like if you’re too shy or nervous to improve on stuff, like
you need help, but you don’t know how to ask, circle practice can help.” Participants report that
circle practice has played a crucial role in helping them overcome their shyness and social
anxiety. By providing a structured, yet open platform for dialogue, this practice encourages
students to step out of their comfort zones and engage more fully with their peers. Kody
explained how participating in circles helped him grow,
I’m starting to become more comfortable presenting myself in a larger group of people
and also not feeling [afraid] to speak up in front of my classmates. I used to be an
introvert and I wasn’t taking initiative most of the time; I wasn’t asking questions. I

70
thought, before other people understand me, I have to understand myself and understand
who I am. Community-building circles provide a boost for some people that might be
introverts.
This illustrates a newfound confidence and self-assurance gained through circle practice.
Accordingly, circle practice has a significant empowering effect on students, particularly
in enhancing their confidence. Jennifer’s statement reflects her personal growth experienced
through regular participation in circles, “It has helped me to overcome definitely my shyness and
kind of be open to new things.”
Table 9
Circle Practice Provides Students with Empowerment
Empowerment Example quotes
Students participating in
circles feel
empowered.
I feel like circle practices are good; and help you find new
opportunities to do things and you can suggest things to the
teacher who is interested in it because it can help her be more
connected with her students. (Hilary)
Not only for myself, but I’ve been able to talk for other students,
who can’t talk about themselves and that’s what I feel makes me
proud of being part of these community-building circles.
(Jennifer)

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Daisy also shared how circle practice prepares her for success in class,
I think when you start off class with a circle it creates a level of comfort. And, it’s a place
where you can start a growth mindset. [When] I have a circle then I kind of I kinda know
how everybody feels. It makes me more open minded and it just [gives me] like a level of
relaxation.
This highlights how circle practice is a catalyst for personal growth and social engagement for
those who may more reserved or anxious about speaking in public settings. Table 10 further
shows the ability of circle practice to contribute to students’ enhanced confidence.
Table 10
Circle Practice Contributes to Students’Enhanced Confidence
Confidence Example quotes
Students
participating
in circles gain
confidence.
I would just stay quiet the entire time. I think that’s something that fed into
my social anxiety. As you know, the teachers pretty much talk the whole
time or even if you’re doing your own work, not talking to anyone.
Coming into high school, I was definitely not the most social person. I
wouldn’t really talk. But, as soon as I came here, even if it was just the
informational lunch, there were people talking to me. And that’s
definitely transferred into the person I am now. So, although, I’m still
working on, you know, going up to people first. Definitely, I’m in a space
where I feel safe and I feel like my voice wants to be heard. (Lionel)
I’ve been able to be the representative for my school at the Board Meetings.
I have done so many things even outside of school that have helped me a
lot, being able to talk more. (Jennifer)
I used to be an introvert. … Here’s the key to success. It’s being open
minded with anyone, regardless of who they are and their opinions.
Closed minds, I feel like for me in the past, killed my opportunities to
grow and I wasn’t able to identify good opportunities because I wasn’t
open minded. One thing I have been able to do since participating in
circles now, I’m very good at networking. (Kody)

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These responses show how circle practice encourages students to take initiative and
contribute ideas. They also exemplify how circle practice enables students to advocate for
themselves and others, enhancing their leadership skills and community involvement.
This empowerment is critical for students’ personal growth, academic engagement, and
overall sense of belonging within the school environment which researchers claim occur when
students practice circles (Anyon et al., 2016; Kervick et al., 2019; Lodi et al., 2021; Morris et al.,
2020). Furthermore, they collectively show circle practices do much more than facilitate
discussion; they transform students by empowering them to communicate more effectively by
providing them with a voice and sense of agency, by asserting their ideas, and participating
actively in their educational communities. This empowerment is particularly crucial for students
who may initially feel marginalized or silenced, providing them with a voice and a sense of
agency that they carry into all areas of their lives. Kumashiro (2000) has advocated for schools to
be spaces where members of historically marginalized groups are both affirmed in their identity
and safe in their bodies to reduce oppression. These findings, reported by students, affirm circle
practice can support them feeling safe.
Discussion for Research Question 2
In examining the impact circle practice has on students, particularly those from
marginalized backgrounds, the responses to Research Question 2 highlights how these practices
are pivotal in mitigating belonging uncertainty and promoting equity of voice among students.
Circle practice, characterized by their structured and inclusive nature, has been shown to shift the
traditional power dynamics in classrooms, moving from a top-down approach to a more
communal and egalitarian interaction model (Brown, 2017; Pranis, 2005). Circle practice
empowers students by providing them with a platform to voice their thoughts and feelings

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confidently. This empowerment is crucial for students who might otherwise feel marginalized or
unheard (Kumashiro, 2000). The structure of circle practice ensures all students, regardless of
their confidence or social standing, have equal opportunities to speak (Brown, 2017; Pranis,
2005). This is exemplified by students like Kody, who appreciates the agency circle practice
provides, and Hilary, who feels encouraged to speak even when nervous.
Students perceive their contributions are not only heard but also valued by both peers and
teachers during circle practice. This recognition fosters a supportive educational environment,
enhancing student engagement and personal expression. Alicia’s reflection that teachers could
see “more of me” through circle practice underscores the profound impact these sessions have on
teacher-student relationships, fostering deeper understanding and appreciation. The inclusive
nature of circle practice fosters deeper connections among students and between students and
teachers. This enhanced connectivity is crucial for students who may feel isolated or
misunderstood within the school environment.
Overall, participants’ responses to Research Question 2 signify the transformative
approach circle practices can have on students. By integrating circle practice into their
pedagogical approach, schools can create an environment where all students feel valued,
understood, and empowered with an improved sense of belonging. This is not only beneficial for
improving academic outcomes but also for nurturing a generation of empathetic and socially
aware individuals.
Findings for Research Question 3:
In what ways, if any, do community-building circles influence Grades 6–12, Black and
Latino students’sense of belonging in terms of their ability to trust and connect with their peers
and teachers?

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Researchers have found circle practice provides a safe, inclusive space that allows
understanding and empathy for others’ varied experiences (Kervick et al., 2019; Lodi et al.,
2019; Pentón Herrera & McNair, 2021). “Inviting students to share their personal life
experiences moves people beyond appearances, lifts off the mask, and exposes who they really
are, thus developing a better understanding of one another” (Pentón Herrera & McNair, 2021, p.
9). This allows for those to listen with their whole heart fostering tolerance, empathy, and
community where all feel included and a sense of belonging (Pentón Herrera & McNair, 2021).
Two themes emerged from participants’ responses, indicating how circle practice enhances
interpersonal relationships that foster connection and trust: Circle practice helps students build
stronger relationships with peers and teachers, enhancing mutual understanding and empathy;
and circle practice helps students build trust with their peers and teachers by encouraging
openness and vulnerability.
Theme 1: Circle Practice Helps Students Build Stronger Relationships With Peers and
Teachers, Enhancing Mutual Understanding and Empathy
Community-building circles help students and teachers gain insights into each other’s
experiences and perspectives, enhancing mutual understanding and empathy leading to better
relationships. Lionel reported, “I’ve definitely seen or heard some of my classmates going
through similar things as me, so it makes me feel like, you know, I’m not alone,” reflecting the
comfort he experiences when discovering shared experiences and emotions among peers. He
goes on to state, “It makes me feel that not only do my classmates care, but my teachers care as
well which I think is huge because you obviously want a teacher that cares and wants to be there
for the students.” This shows the dual impact of circles on relationships with peers and teachers.
Alicia reported similar sentiments,

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It makes me feel like [we’re] actually in a community, kind of like a family dinner type
thing. You’re all just sitting at the table having conversation. Most of the time you get to
know something about the person that you didn’t before. But we’re all the same because
we’re all gathered together at the same time.
Jennifer’s statement highlights the power circle practice has to create connections,
we kind of understood each other, and I think that circle really helped us learn sometimes
you might not be friends or anything, but we still have a way of connecting to each other
and that’s what I really liked about those circles.
Researchers posit circle practice encourages students to discuss their personal experiences
helping transcend superficial judgments, revealing their true selves and fostering deeper mutual
understanding (Pentón Herrera & McNair, 2021). Hilary further highlighted the connecting
power of circles, “It helped me be more connected because many of them, I didn’t really know,
or they’re really shy. And, when some of them spoke, I could connect or relate with them.”
Participants share that circle practice truly bridged a gap between different students. Within the
circle, life stories are shared and received with empathy; there is no concern about whose story is
disclosed, as everyone unites as one collective entity (Pentón Herrera & McNair, 2021). Lionel
stated,
definitely those circle times really brought us together as a class. I think what I didn’t feel
so much like I was fitting in. I think it gives us students a chance to really not only bond
with our classmates, but really it’s for ourselves to be able to express ourselves. It was
like our classroom was pretty close. Sometimes when you can find something in common
even if it’s like something you’re going through, which honestly I found that pretty
shocking.

76
This statement points to the level of openness and vulnerability circle practice encourages for the
participants. Collectively, these statements reveal participants’ beliefs that circle practice
provides unity and connection.
Furthermore, Pentón Herrera and McNair (2021) state the circle humanizes everyone
through the power of storytelling. Kody’s statement really captures this idea,
The last thing you [want to] have is like a broken relationship with your classmates.
You’re making people connect with you, so it’s just different, you know, there’s a
different feeling to it. Taking the time to understand like what people are going through
and their life and how they feel about being in class and about you. Honestly, if anything,
you should [treat your] classmates like your fellow brothers and like your sisters and like
they’re like family, you know, outside of your actual family.
This storytelling aspect and the power to foster relationships is vital as research demonstrates
students of color experience care, support and encouragement from teachers and administrators
differently than their White counterparts (Bottiani et al., 2016; Voight et al., 2015). Circles have
the ability to mitigate these differences. As these researchers have found, circles provide a safe,
inclusive space that allows for empathy (Kervick et al., 2019; Lodi et al., 2019; Pentón Herrera
& McNair, 2021). Daisy’s articulation of the power of circles validates the past research:
“Because the more you know about somebody’s life, the more you feel, this is a weird way to say
it, but [you become] protective of them.” Table 11 captures further participant quotes around how
circle practice fosters relationships.

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Table 11
Circle Practice Fosters Relationships
Relationships Example quotes
Students participating in
circles build stronger
relationships
[Circle practice] opens up a lot for you and you get to connect
with them on a deeper level. I feel like it’s a good
opportunity for me because other students can learn more
about me. (Kody)
[We] talk about our lives, our situations. We help each other
with work. We all just like come together as a group and as
friends and we work together to push through the difficult
times. (Daisy)
It’s kind of surprising how [in] all these circles we have learned
a lot about each other. (Jennifer)
Our class, just with circle, now, we always get along with each
other. (Lauren)
I like to hear what [my classmates] have to say and I get to
know them better. (Sarah)
[Teachers] definitely get to be one of us if that makes sense.
They’re basically a classmate to us in that time because it’s
basically, directed by us students, you know, like at our own
pace. (Lionel)
Community-building circles stand as a strong tool for enhancing relationships, proving
essential in nurturing empathy, understanding, and a sense of belonging among students and
teachers. As highlighted by students like Lionel and Alicia, these circles foster a unique sense of
community and care, transforming the classroom into a close-knit family gathering where every
voice is heard and valued. This shared space not only breaks down barriers but also encourages
mutual respect and empathy, as participants come to understand and appreciate the diverse life
experiences of their peers and educators. Such practices enable students to feel less isolated and
more integrated within their educational environment, contributing to a more inclusive and

78
supportive school culture. Overall, the profound impact of community-building circles reaches
beyond mere conversation, embedding a deep sense of connection and belonging that resonates
with students, paving the way for more meaningful interactions and a supportive educational
journey.
Theme 2: Circle Practice Helps Students Build Trust With Their Peers and Teachers by
Encouraging Openness and Vulnerability
Past studies have found restorative practices implementation supports the development of
trusting relationships that then facilitate teachers’ ability to recognize the experience and reality
of marginalized student groups (Brown, 2017; Darling-Hammond et al., 2020; Gregory et al.,
2016; Huguley et al., 2022; Lodi et. al, 2019). Lodi et al. (2019) postulate this represents a
critical protective factor for marginalized students who often feel vulnerable, rejected, excluded.
Participants’ responses show students feel circles help them see teachers not just as authority
figures but as part of the community who genuinely care about their well-being leading to
increased trust. Jennifer states,
I feel like these circles would help the teachers know more about you because that’s
where you get to talk and kind of, you know, express yourself in many different ways.
And, they also get to know each other or we get to know a little bit about them which
kind of makes us feel like, oh, teachers are also kind of open to everything.
Jennifer’s statement indicates the reciprocal nature of understanding developed between students
and teachers, a connection that teachers can lack with their students. Hilary talked about this in
her interview when describing a teacher who does not employ circle practice,
I feel like teachers who didn’t do circles, didn’t want to know me as a person, but they
wanted to teach me about math or about social studies, but not necessarily like ask, Hey,

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Hilary, How are you doing today? What is important to you this week, right?
Sarah also shares a similar sentiment, but regarding her peers,
I think [my classmates] care more in the circle practice because the other things we do
like math and stuff, you don’t get to share your thoughts. I feel like I can trust my
classmates. I just feel like it’s like a safe space for everybody to share their thoughts.”
Other participants also shared how this type of dialogue made them feel safe.
Research also demonstrates restorative practices enhance student engagement by
reducing racial disparities in suspension rates while also boosting attendance and academic
performance (Augustine et al., 2018; Huguley et al., 2022). Particularly for Black and Latino
students, these practices have been shown to lower the gaps in exclusionary disciplinary actions
and foster more trusting relationships between students and teachers (Augustine et al., 2018;
Gregory et al., 2016). The Black and Latino participants shared the increase in trust, safety and
connection cultivated through circle practice. Lionel summed it up by articulating, “So [circle
practice] definitely makes me feel a lot safer. It makes me feel that not only do my classmates
care, but my teachers care as well.” Circle practice creates a safe space where students feel
comfortable sharing personal thoughts and challenges, contributing to a sense of security within
the school environment, and they encourage openness and vulnerability, which are key in
building trust among students and between students and teachers. Table 12 further demonstrates
participants’ feelings that circle practice fosters trust.

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Table 12
Circle Practice Fosters Trust
Trust Example quotes
Students
participating in
circles experience
increased trust.
Circles where you can … maintain the open mind spirit in the
classroom and trust. In terms of trustworthiness, I had trust in
most of my classmates. There’s nothing I’m aware of or anything
going on behind my back. … [Circles] provide an opening for
better relationships between students and teachers. (Kody)
I feel like I could trust them because many of them were not friends
with you, but they still wouldn’t like [want to] be rude and tell
your secrets. (Hilary)
You’re not scared to share. (Jennifer)
Discussion for Research Question 3
Grounded in participants’ responses, community-building circles have proven pivotal in
enhancing their sense of belonging by fostering connections and trust among peers and between
students and teachers. Research Question 3 illuminated how these circles serve as powerful
platforms for empathy, understanding, and mutual respect, as highlighted by several key themes
identified from participant feedback. Participants described community-building circles as akin
to family gatherings where everyone is heard, fostering a profound sense of community. This
nurturing environment enables students to share personal experiences and challenges (Anyon
2016; Augustine et al. 2018; Fronius et al. 2019; Huguley et al., 2022; Pentón Herrera & McNair,
2021), revealing vulnerabilities that may otherwise remain hidden. Such disclosures often lead to
deeper connections, as peers and teachers come to understand and empathize with one another’s
experiences (Borman et al., 2016; Fronius et al. 2019; Huguley et al., 2022; Lodi et al., 2021),
ultimately fostering a supportive network that transcends the traditional classroom dynamics.

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Community-building circles also enhance trust (Augustine et al., 2018; Brown, 2017;
Darling-Hammond et al., 2020), as students feel safer and more valued when they can express
themselves without judgment. This trust extends to teachers, who participants perceive as more
attuned to their needs and experiences, thus breaking down the barriers typically associated with
authority figures in educational settings. The practice of sharing and listening in circles teaches
students and teachers alike to appreciate the diversity of experiences within their classroom,
promoting a more inclusive atmosphere (Brown, 2017; Kervick et al., 2019; Lodi et al., 2019;
Pentón Herrera & McNair, 2021). These themes are supported by research suggesting restorative
practices not only improve student engagement and academic outcomes but also decrease
disciplinary disparities, particularly among Black and Latino students (Augustine et al., 2018;
Huguley et al., 2022). Such outcomes underscore the significant role that community-building
circles can play in addressing systemic inequalities within educational institutions.
Summary
In conclusion, the findings assert that community-building circles are more than just a
methodological tool; they are a transformative practice that rebuild the fabric of classroom
relationships and positively influence Black and Latino students’sense of belonging. They
empower students and teachers to engage with each other on a more human level, fundamentally
enhancing the educational experience by fostering a sense of belonging, empathy, and trust. This
shift not only benefits individual participants but also cultivates a more compassionate and
connected school culture.
These research findings are discussed in Chapter Five along with recommendations
which may enable policy makers and administrators to ensure and promote Tier 1 restorative
practices, specifically community-building circles, aiming to foster students’social emotional

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learning competencies, ultimately, leading to increased sense of belonging especially for our
Black and Latino students impacting improved engagement (attendance, academic and
behavioral). These findings are centered in what Safir and Dugan (2021) coined, street data.
Street Data is an approach that brings researchers/educators closer to the ground, allowing the
voices and experiences of students, staff, and families to be heard directly (Safir & Dugan,
2021). At its heart, it humanizes the data collection process; instead of treating students and
families as mere data points to be measured, street data encourages us to interact with them as
active participants and agents in a constantly evolving environment, whose experiences merit
thorough exploration and attentive listening (Safir & Dugan, 2021). Ultimately, street data can
change mindsets as it is difficult to ignore hearing the impacts of our work directly from the
students.

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Chapter Five: Discussion and Recommendations for Practice
Chapter Five provides an overview of the findings noted in Chapter Four and how they
align with both the literature and conceptual framework discussed in Chapter Two. The chapter
then addresses the four recommendations for practice that can be practically applied to improve
Black and Latino students’sense of belonging. The four recommendations are as follows:
1. Develop mandatory professional development opportunities for restorative practices
with explicit instruction around community-building circle practice.
2. At the school-site level, embed community-building circles into the master schedule
of the school day and implement restorative practices.
3. Align statewide, districtwide, schoolwide, and classroom policies.
4. Develop practices that reflect diverse hiring practices to ensure staff has restorative
practices and culturally responsive mindsets.
Lastly, this chapter names recommendations for future research that furthers dialogue around
improving Black and Latino students’sense of belonging.
Discussion of Findings
The findings align with the conceptual framework, grounded in the sense of belonging
theory formulated by Baumeister and Leary (1995), that outlines how community-building
circles can foster Black and Latino students’sense of belonging. To review, this study’s
conceptual framework posits community-building circles can be a means to fostering students’
sense of belonging by providing them with: equity of voice, empowerment, lasting, positive and
significant interpersonal relationships (connection), and the belief that others care about your
welfare and like you (trust). In turn, this practice can meet students’ basic needs and they will be
more readily able to tend to their more advanced needs (Maslow, 1943). The themes elicited by

84
the participants’ responses highlight their beliefs that community-building circles provide a
structure that promotes their equity of voice, empowerment and relationships with their peers and
teachers. This is demonstrated by the red bricks in the conceptual framework (Figure 1 in
Chapter 2).
These components contribute to the participants’sense of belonging, represented by the
heart, as they are able to describe the connection and trust fostered through this practice. This
process ensures students feel heard and valued, thereby solidifying their place within the school
community. The participants’ responses clearly demonstrate the conceptual framework is a
meaningful representation of the relationships between community-building circles and Black
and Latino students’sense of belonging as indicated by the care, value, trust and connection they
feel with their peers and teachers.
Many studies have demonstrated how restorative practices have made a positive impact
on school climate, teacher-student relationships and student behaviors (Brown, 2017; Fronius et
al., 2019; Gregory et al., 2016). However, despite these findings, none of these studies report
solely on community-building circles nor do they specifically survey Black and Latino students
to describe the influence circle practice has on their sense of belonging. Only a few studies have
surveyed students directly. Table 13 outlines these studies. It is important to note that Featherston
(2014) and McCold (2002) are not peer-reviewed.

85
Table 13
Studies That Surveyed Students Directly
Reference Study Students
surveyed
Findings
Brown, M. A. (2017).
Being heard: how a
listening culture
supports the
implementation of
schoolwide
restorative practices.
Restorative Justice
(Hart Publishing
(Oxford,England)),
5(1), 53–69.
https://doi.org/10.108
0/20504721.2017.129
4792)
This study explored how
principals, teachers,
staff and students
perceived being heard
in middle schools that
have adopted
schoolwide restorative
practices in 2 Oakland
Unified School
District middle
schools.
Only 21% (n =
16) of the study’s
participants were
students. The
study did not
state the
demographics of
the student
participants.
Findings of this study
reveal that circles
held during
advisory period,
faculty meetings
and academic
classes help to
build relational
trust and a culture
of listening.
Featherston, T. (2014).
An experimental
study on the
effectiveness of a
restorative justice
intervention on the
social aggression,
social problemsolving skills, and
prosocial behaviors of
African American
adolescent girls
(Doctoral
dissertation, Capella
University).
Retrieved from
ProQuest.
Studied Real Talk 4
Girls, a 3-week social
problem-solving
program. The program
used a restorative
circle format to teach
cognitive strategies via
lessons to help girls
define social
aggression, and
behavioral strategies
via role-playing and
practicing new
behaviors.
48 Black
adolescent girls
attending a MidAtlantic high
school that
participated in
Real Talk 4 Girls
24 girls who
participated in the
program exhibited
statistically
significant declines
in social aggression
and statistically
significant
increases in social
problem solving
and prosocial
behavior, relative
to the 24 girls in
the control
condition.
McCold, P. (2002).
Evaluation of a
restorative milieu:
CSF Buxmont
School/day treatment
programs 1999–2001.
Bethlehem, PA: IIRP
The Community Service
Foundation (CSF) and
Buxmont Academy
operate 6 school/day
treatment programs.
They are non-secure
community treatment
414 interviews
Gender - 28%
girls (260); 72%
boys (659)
Age - 55% 16
years old
Race: White
Youth more likely to
have more positive
social values and
higher self-esteem
at discharge than at
program entry.
These

86
Reference Study Students
surveyed
Findings
E-Forum. settings for
adjudicated delinquent
and at-risk youth. CSF
also operates 3
auxiliary programs.
All of these programs
utilize what is broadly
termed restorative
circle. Interviews
measured changes in
social values and selfesteem
(77%), Black
(11%), and
Hispanic (7%).
improvements
were greater for
youth completing
the program than
for youth receiving
behavioral
discharges and
were positively
related to the
length of
participation.
Gregory, A., & Clawson,
K. (2016). The
Potential of
Restorative
Approaches to
Discipline for
Narrowing Racial and
Gender Disparities. In
Inequality in School
Discipline (pp. 153–
170). Palgrave
Macmillan US.
https://doi.org/10.105
7/978-1-137-51257-
4_9
A small-scale study of
restorative practices
implementation in 2
high schools in a midsized city in the
Northeast. The study
focused on affective
statements and their
possible link to
teachers’ discipline
referral patterns.
The student
sample (N =
412); 53% male;
47% female;
44% White; 21%
Latino; 5%
African
American; 3%
American Indian;
2% Asian; 25%
multiracial.
Students’ perceptions
of their teachers’
levels of RP
implementation
were predictive of
students’
depictions of their
relationships with
their teachers
(whether the
teachers respected
them), even after
controlling for
student race and
teachers’
depictions of
students’ levels of
cooperativeness.
Gregory, A., Clawson,
K., Davis, A., &
Gerewitz, J. (2016).
The Promise of
Restorative Practices
to Transform TeacherStudent Relationships
and Achieve Equity in
School Discipline.
Journal of
Educational and
This study wanted to
know about the
experience of students
in classrooms utilizing
restorative practices
412 students;
53% male; 47%
female; 44%
White; 21%
Latino; 3%
American Indian;
2% Asian; 5%
African
American; and
25% Mixed Race
- 45% reported
The results suggest
that greater RP
implementation
levels were
associated with
better teacherstudent
relationships as
measured by
student-perceived
teacher respect and

87
Reference Study Students
surveyed
Findings
Psychological
Consultation, 26(4),
325–353.
https://doi.org/10.108
0/10474412.2014.929
950
African
American
descent and 73%
reported Latino
descent.
teacher use of
exclusionary
discipline.
Furthermore, as stated earlier, Osterman (2000) points to the need for further research on
ways to enhance students’sense of belonging due to a significant gap between theory and
practice, indicating that clear, actionable guidelines on how to effectively implement these
theories are still lacking. Therefore, this study contributes to the growing body of research that
examines Black and Latino students’ perspectives on the use of circles, and connects theory to
practice in examining a specific strategy, community-building circles, that is perceived as
influencing students’sense of belonging.
RQ 1: How Do Black and Latino Students in Grades 6–12 Describe Their Participation in
Community-Building Circles?
Participants shared two common themes when describing their participation in
community-building circles that provided insights into their understanding of the purpose and
structure of circle practice, the structure of community-building circles supports student
discussion and community-building circles’ purpose and structure provide for emotional safety
and expression. The findings aligned with past research that suggests that through structured
dialogue, students can gain a greater appreciation for others, increase empathy. and feel more
integrated into their community (Evanovich et al., 2020; Lodi et al., 2021; Osterman, 2000;
Pentón Herrera & McNair, 2021). Researchers similarly argue these practices encourage

88
prosocial behaviors by enhancing students’social and emotional competencies, listening
abilities, and positive interpersonal interactions (Darling-Hammond et al., 2020; Lodi et al.,
2021; Yerace, 2014). The participants’ responses congruently emphasized circle practice’s
structure fosters respectful listening with structured turn-taking and the importance of voluntary
participation; this, in turn, enhanced their comfort and engagement in the process. Past research
also indicates restorative circles act as a preventative tool by reducing suspensions, achieved
through community engagement, sharing personal narratives which nurtures and supports
individuals, relationships, and communities (Anyon, 2016; Augustine et al., 2018; Costello et al.,
2010; Fronius et al., 2019; Gregory et al., 2016; Gwathney, 2021; Huguley et al., 2022; Kervick
et al., 2019; Lodi et al., 2021). Similarly, participants depicted circles as safe environments
where they can openly share their thoughts and feelings, fostering both personal relief and a
deeper understanding within the community.
RQ 2: How Do Black and Latino Students in Grades 6–12 Describe Their Sense of
Belonging in Terms of Equity of Voice and Empowerment as a Result of Circle Practice?
Participants shared three themes when describing circle practice’s influence on their
sense of belonging in terms of equity of voice and empowerment:
1. Circle practice ensures students have equity of voice and their contributions are
valued.
2. Circle practice affords students with a space where everyone is heard contributing to a
nurturing and inclusive environment.
3. Students feel empowered by circle practice, gaining confidence and a sense of agency
to express themselves and contribute to discussions, even on contentious or personal
topics.

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These findings are supported by research. For example, Brown (2017), along with other
researchers, highlighted in her study that circles are a powerful practice because they allow
everyone the opportunity to be heard (Pentón Herrera & McNair, 2021; Pranis, 2005;
Riestenberg, 2012). This study is different from those like Brown’s (2017) because it centered on
circle practice and their influence on Black and Latino students in Grades 6–12; whereas,
Brown’s (2017) study focused on schoolwide restorative practices, generally, and how they are
intentionally designed to create safe spaces for caring dialogue, where students and adults speak
honestly and openly. Brown’s two research questions were quite different: How do principals,
teachers, staff and students perceive being heard in middle schools that have adopted SWRPs?
How does a listening culture contribute to creating a positive, healthy relational ecology that
supports schoolwide change and reform efforts?
In addition, studies done by Pentón Herrera and McNair (2021) and Costello et al.
(2010), recognized circles as a fundamental restorative practice that enhance community, shared
leadership, connection, and inclusion, allowing students to share their experiences and feel
recognized and valued (Anyon et al., 2016; Brown, 2017; Gregory et al., 2016; Gwathney, 2021;
Huguley et al., 2022). Participants also stated circle practice allowed them to speak up for
themselves and others, thereby boosting their leadership abilities and engagement with the
community. This empowerment is vital for the students’ personal development, academic
participation, and their overall feeling of inclusion in the school setting, which is supported by
research indicating these benefits arise from engaging in circle practices (Anyon et al., 2016;
Kervick et al., 2019; Lodi et al., 2021; Morris et al., 2020).

90
RQ 3: What Ways, if Any, Do Community-Building Circles Influence Grades 6–12, Black
and Latino Students’ Sense of Belonging in Terms of Their Ability to Trust and Connect
With Their Peers and Teachers?
According to participants, they feel circle practice allows them to trust and connect with
their peers and teachers. Two themes that emerged from their interviews, circle practice helps
students build stronger relationships with peers and teachers, enhancing mutual understanding
and empathy; and circle practice helps students build trust with their peers and teachers by
encouraging openness and vulnerability. These findings complement what past studies have
indicated; the use of restorative practices enhances school climate and teacher-student
relationships (Fronius et al., 2019; Greenberg et al., 2017; Gregory et al., 2016). Researchers
have found, circle practice provides a safe, inclusive space that allows understanding and
empathy for others’ varied experiences (Kervick et al., 2019; Lodi et al., 2019; Pentón Herrera &
McNair, 2021). Many researchers observed that restorative practices, including the use of circles,
help cultivate trusting relationships between students and teachers, making students feel
supported and treated fairly (Augustine et al., 2018; Brown, 2017; Darling-Hammond et al.,
2020; Gregory et al., 2016; Huguley et al., 2022; Lodi et. al, 2019). They suggested restorative
practices are attentive to both individual perspectives and the collective voice, potentially
reducing disciplinary exclusions among students from stigmatized groups (Gregory et al., 2016).
Table 14 shows the connection between the research questions, findings and current
literature. The narrative briefly summarizes the table.

91
Table 14
Connection of RQ’s to Findings in Literature
Research questions Findings Literature
How do Black and Latino
students in Grades 6–12
describe their participation
in community-building
circles?
Students feel the talking
piece fosters equal
opportunity to have a voice,
promoting equity and
empowerment.
Students feel the ability to
pass builds trust and safety.
Students feel circle practice
builds community and
relationships.
Students feel circle practice
provides a safe space where
they can freely express their
thoughts and emotions.
Augustine et al., 2018
Brown, 2017
Costello et al., 2010
Darling-Hammond et al.,
2020
Evanovich et al., 2020
Gregory et al., 2016
Gwathney, 2021
Huguley et al., 2022
Kervick et al., 2019
Lodi et al., 2021
Pentón Herrera & McNair,
2021
Yerace, 2014
How do Black and Latino
students in Grades 6–12
describe their sense of
belonging in terms of equity
of voice and empowerment
as a result of circle
practice?
Students share circle practice
provides a platform to
elevate their voices and to
be heard.
Students feel the circle
structure provides them
with empowerment and a
sense of agency.
Students feel their peers and
teachers value their
contributions during circle
practice.
Anyon et al., 2016
Brown, 2017
Costello et al., 2010
Gregory et al., 2016
Gwathney, 2021
Huguley et al., 2022
Kervick et al., 2019
Lodi et al., 2021
Morris et al., 2020
Pentón Herrera & McNair,
2021
Pranis, 2005
Riestenberg, 2012
In what ways, if any, do
community-building circles
influence Grades 6–12,
Black and Latino students’
sense of belonging in terms
of their ability to trust and
connect with their peers and
Students believe circle
practice provides students
and teachers to gain
insights into each other’s
experiences and
perspectives, enhancing
mutual understanding and
Augustine et al., 2018
Brown, 2017
Darling-Hammond et al.,
2020
Fronius et al., 2019
Greenberg et al., 2017
Gregory et al., 2016

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Research questions Findings Literature
teachers? empathy.
Circle practice allows
students to feel trust
allowing them to be
vulnerable and reveal their
true selves.
Circle practice helps students
see teachers as part of the
community who care for
them and increases their
mutual trust.
Huguley et al., 2022
Kervick et al., 2019
Lodi et al., 2019
Pentón Herrera & McNair,
2021
Pranis, 2005
Recommendations for Practice
The following recommendations can provide strategies to influence Black and Latino
students’sense of belonging. The themes that emerge from Research Question 1 found that circle
practice’s structure and purpose provide a safe structure for students to partake in discussion and
feel emotional safety and express freely. The three themes that emerged from Research Question
2 demonstrate circle practice allowed for equity of voice, empowerment, and feeling valued.
Research Question 3 evoked two themes that help students and teachers build stronger
relationships wrapped in trust. These findings, coupled with the fact schools have struggled to
implement social emotional learning effectively, exemplify that circle practice is a viable strategy
that can influence our Black and Latino students’sense of belonging. Therefore, the participants’
responses can be summed up to state circle practice should be employed at all schools. The
recommendations were developed as a result of participants’strong responses to communicating
the value of circle practice.
Recommendation 1: Develop Mandatory Professional Development Opportunities.
Consistent with previous research (Augustine et al., 2018; Borman et al., 2016; Costello

93
et al., 2010; Gwathney, 2021; Lodi et al., 2021), participants share community-building circles
promote communication, understanding, and relationship-building in a safe and inclusive space
for participants to share their thoughts, feelings, and experiences. This, in turn, supports their
sense of belonging. Recalling Maslow’s (1943, 1968) hierarchy of needs, the need for
belongingness must be fulfilled before addressing higher needs like the pursuit of knowledge
(Goodenow & Grady, 1993). As stated earlier, schools frequently struggle to nurture a sense of
belonging among students, therefore, educators must be trained in specific strategies that can
nurture students’sense of belonging since it is as fundamental as the need for food (Baumeister
& Leary, 1995). This study’s findings show promise to fostering students’sense of belonging.
Mt. Kind’s culture and climate survey data reveal 74.2% of elementary students feel a sense of
belonging. On the other hand, 56.5% of secondary students report a sense of belonging. As stated
earlier, most racial subgroups at the secondary level are comparable to the overall percentage.
However, the Black, secondary students scored the lowest at 48.4% and Latino students scored
their sense of belonging as 55.6%. This study coupled with the district’s culture and climate
survey data demonstrate a strong need for strategies that support students’sense of belonging
especially at the secondary level.
Furthermore, there is a huge misconception when it comes to restorative practices from
staff, parents/caregivers, and community alike. When stakeholders are not knowledgeable of the
restorative practices’ principles, they tend to equate restorative practices with zero consequences
for poor choices in behaviors. However, when one has been through a professional development
on restorative practices, they can better understand the relationship-centered approach and realize
how much more students are held accountable and behaviors can be shifted instead of just
handled (Augustine et al., 2018). This type of training also gets stakeholders to reflect on their

94
own biases that may have contributed to their pedagogies and/or disciplinary practices. In order
for all students to thrive and benefit from restorative practices, all staff should be trained and the
roll out should include all stakeholders (Skiba & Losen, 2015).
Parent/caregiver involvement is crucial, especially during periods of change. Parents and
community members often have differing views on zero-tolerance and exclusionary policies. In
situations of school disruption, some may believe that removing students from school is the only
solution, and they might support or insist on suspensions or expulsions. Conversely, the frequent
use of these punitive and exclusionary methods can provoke opposition and resistance from
community groups who advocate for policy reform. To effectively reform school discipline, it is
essential to maintain open communication with parents and the community. This includes
providing annual public reports of data broken down by race, gender, and disability status which
demonstrates transparency and underscores the district’s dedication to maintaining safe and
engaging schools (Skiba & Losen, 2015). There must be a mutual understanding of the approach
and implementation with fidelity grounded in data in order for all students to reap the benefits
and have their sense of belongingness positively influenced (Heifetz et al., 2009). Lodi et al.
(2021) found that schools that lacked specific training faced numerous challenges in adopting the
restorative approach due to insufficient understanding of its methods and practices. This
highlights the critical need for comprehensive training and support to equip teachers, principals,
and students with the confidence and skills necessary to effectively utilize and integrate the
restorative approach.
Once the staff is fully trained, coaching can begin to ensure teachers and administrators
are supported throughout the implementation phase (Augustine et al., 2018). Teachers can
explore different ways to weave restorative practices into the school day, for example, they can

95
employ circles to simultaneously build community and convey core academic content
(Augustine et al., 2018). During this time, a tiered approach to coaching can ensue to ensure new
staff is properly onboarded and supported and staff continue to receive feedback on their
implementation of restorative practices (Heifetz et al., 2009). Teachers should be able to observe
other colleagues implementing circle practice and this could be coupled with learning walks so
immediate debriefs can occur to foster reflection and learning. Data should also be collected and
shared during the implementation phase so that staff can understand the impact of the work
and/or need to adjust on the implementation. As staff engage in circle practice, they will be able
to reflect on how well they know their students and how it has shifted their pedagogies.
Recommendation 2: Embed Community-building Circles into the Master Schedule and
Implement Restorative Practices.
Implementation with fidelity is vital to promote restorative practices. Given that teachers
are experiencing intense pressures to enhance academic performance and have multiple
competing commitments (Durlak et al., 2011), administrators need to use the master schedule to
signify the importance and emphasis on circle practice. Participants clearly stated circle practice
was time well spent because it allowed time for them to connect, trust and feel valued by their
peers and teachers. Hilary shared, “I think circle practice helped because [teachers] didn’t really
check on you that much otherwise.” Jodi stated,
And that being said, I’m the type of person I value emotional connections over education
a little bit. I still get good grades, but I value my connections more. And I feel like I’m
gonna remember that open conversation that I had with my classmates in the community
that I built more than I’m going to remember economics from my senior year.

96
Therefore, for these practices to be employed, the master schedule must include time for
them to occur as leaders begin the roll out and gain staff buy-in.
If the leader does include it in the master schedule, there should be a Culture and Climate
Committee or Instructional Leadership Team in place to be able to review the implementation
and effect on the engagement data (Skiba & Losen, 2015). This team could be trained as
restorative practice trainers so internal capacity is built for sustainability. This team can then lead
the learning walks and guide school site reflection so it truly becomes a collective effort.
Recommendation 3: Align Statewide, Districtwide, Schoolwide, and Classroom Policies.
School districts across the United States are rewriting their codes of conduct to offer
detailed strategies for fostering positive school environments (Skiba & Losen, 2015). This shift
from punitive measures to preventive approaches provides teachers with guidelines for
alternative strategies and supports their efforts to promote positive student behavior in the
classroom. This shift in the local code of conduct shows the School Board’s and district’s
commitment away from punitive and exclusionary practices, and toward comprehensive and
restorative approaches. In order for this type of shift to be successful, relationships between
teachers and students must first be developed. The findings showed relationships are developed
and strengthened when community-building circles are employed. As Lionel stated in his
interview, “[Teachers] also get to realize that as high school students, we are going through
things. It’s not just them as adults,” this type of sentiment reveals participants’ desire for their
teachers to know them and empathize with them. Participants equated circle practice with a
family gathering. When students see their classroom as a community, as a family, they are less
likely to act out and more apt to repair harm if harm is caused. Past studies have suggested circle

97
practice help reduce suspensions and attribute decreases to sharing personal narratives during
restorative circles (Anyon 2016; Augustine et al. 2018; Fronius et al. 2019).
In California, Governor Newsom passed Senate Bill (SB) 274. SB 274 aims to abolish the
use of suspension for minor infractions classified under disruption or willful defiance for
California transitional kindergarten to 12th grade students. The enactment of this bill marks a
significant move towards preventing discriminatory exclusions from school and promoting
alternative disciplinary measures that keep students in classrooms where they should be. The
category for disruption/defiance, which can lead to suspensions for trivial issues like dress code
breaches, or lack of attention, is both subjective and excessively broad. This vague category
disproportionately targets students with disabilities and students of color, particularly Black and
Indigenous students, leading to significantly higher suspension rates. Accordingly, the federal,
state and local governance school boards should adjust their policies to align with less punitive
consequences wrapped in a restorative practices lens which this study finds supports Black and
Latino students’sense of belonging.
Recommendation 4: Develop Practices that Reflect Diverse Hiring Practices.
Research has shown that teachers form weaker personal relationships with certain
racial/ethnic and generational groups of students (Cherng, 2017). And, although the findings
showed circle practice improved teacher-student relationships for the Black and Latino
participants in this study, healthy relationships are not a resource equally available to all students
(Cherng, 2017). Therefore, since not all teachers are yet implementing restorative practices or
community-building circles, human resources should develop a system that supports hiring
teachers that have a restorative mindset. Districts could work in scenarios and questions during
the interview process that would evoke the applicants’ mindset around restorative practices.

98
Districts should then onboard new teachers with professional development restorative practices
with explicit circle practice training.
Limitations and Delimitations
There are limitations to this study due to the setting, design, and time constraints. There
had not been a consistent roll out of the implementation of circle practice in Mt. Kind School
District due to the restricted professional development days and need to shift mindsets prior to
making a directive for implementation. Mt. Kind School District introduced restorative practices
into its Code of Conduct in 2021–2022. The professional development for restorative practices
then began in 2022–2023 where staff joined voluntarily. This sparked four of 15 school sites to
train their entire staff on restorative practices including circle practice. By the time of this study,
site principals reported about 47% of the schools had been fully trained. They also reported about
10% of their teachers were implementing circles with fidelity. This contributed to the design
limitations due to the minimized pool from which participants were drawn. The findings are,
therefore, most relevant for other mid-sized suburban school districts, and the findings may not
apply to other settings. In qualitative research, it is important to understand the context in which
a phenomenon occurs. Transferability involves considering whether the unique features of the
study’s context are similar enough to other contexts for the findings to be applicable (Merriam &
Tisdell, 2016). This limits the ability to generalize results beyond the studied environment. The
short time in which this study was conducted also may not have captured the full complexity of
the setting. For example, this study’s findings show that all participants viewed communitybuilding circles positively. However, further research with a larger or similar population might
reveal that some students feel like token representatives, given the low percentage of Black (2%)
and Latino (20%) students in the Mt. Kind School District.

99
Delimitation of Participants
This study required the researcher to delimit the types of participants which means she
had to specify and define the boundaries or limitations regarding the characteristics, attributes, or
criteria that participants must possess to be included in the study. This delimitation is important
for clarifying the scope and focus of the research and ensuring that the study’s findings are
relevant to a particular group or population. This could limit the transferability because strict
criteria for participant inclusion may not allow for the findings to be easily generalizable to a
broader population (Merriam & Tisdell, 2016). Delimiting participants also means a smaller
sample size. Furthermore, this study was delimited to student voices exclusively. The added
teacher perspectives regarding their perceived barriers for implementing circles and experiences
with circle practice would reveal important insights to support circle practice roll out. The focus
on teacher voice could also reveal other aspects of circle practice and their influence on students’
sense of belonging.
Sample Size
A smaller sample size can limit the ability to detect significant effects or relationships in
the data. To demonstrate statistical significance that is meaningful, researchers must first obtain a
properly sized sample, but due to the nature of this study, the delimitation of participants and the
size of the participants pool led to a small sample size. The sample size affects the
generalizability of the study. Furthermore, it can contribute to a full perspective of what all
students from this study’s population experience in circle practice. All the participants in this
study talk favorably about community-building circles and how they positively influenced their
sense of belonging. However, as stated earlier, it is possible if further studies were done with a
similar population or bigger pool, some students may report feeling like a token Black or Latino

100
student. They may report this since Mt. Kind School District only has 2% Black and 20% Latino
students which could mean there is only one or two Black or Latino students at a given time in
participating in a circle.
Recommendations for Future Research
The limitation of sample size could prompt further research to expand the student sample
size. A possible ethnography that follows Black and Latino students from sixth through twelfth
grades who participate in community-building circles with fidelity compared to a group of Black
and Latino students who do not experience community-building circles would generate great
insights and data on the influence of this restorative practice on students’sense of belonging.
Although replicating this study in other school districts could also provide rich data that would
further fill a void of research data on circle practice’s influence on Black and Latino students’
sense of belonging, the next study could add triangulation with engagement data (discipline and
attendance data) and/or culture and climate survey data. This would provide a quantitative data
point that could prove the influence restorative practices have on closing the racial discipline
gap.
This study solely focused on the student perspective and experience. Therefore, other
research should be conducted to explore teachers’ perspectives and experiences. Mt. Kind has
been slow to adopt restorative practices districtwide and an area secondary teachers say is a
potential barrier is the need to focus on covering content given the time constraints of a period
schedule. A study that focuses on teachers could provide further context as to the barriers for
implementation of community-building circles as well as other areas that may not have come to
light in this study as it focused on the student lens.
Educators need to know multiple strategies that could support Black and Latino students’

101
sense of belonging as they continue to support their engagement. Therefore, future research
should focus on other restorative practices that influence Black and Latino students’sense of
belonging such as affective statements. Research efforts should also examine the link between
teachers’ utilization of coaching with restorative practices trainers (i.e., observation, modeling,
assistance, and problem solving) and the quality of their restorative practices’ implementation in
their classrooms (Gregory et al., 2016).
Conclusion
This study contributed to a growing body of research that demonstrates the potential of
circle practice for improving the engagement of all students. This study effectively highlights the
transformative potential of community-building circles within educational settings, particularly
for Black and Latino students in Grades 6–12. By fostering a platform for equitable voice and
empowerment, these practices significantly enhance students’sense of belonging and
interpersonal relationships with peers and teachers. The findings underscore the critical role of
circle practice in promoting a safe, inclusive, and empathetic school environment, where students
feel heard, valued, and connected. This enhanced sense of belonging not only supports the
emotional and social well-being of students but also contributes to a more equitable and
compassionate educational climate. Furthermore, the ability of community-building circles to
rebuild trust and potentially reduce institutional biases showcases their importance as a
cornerstone for restorative practices in schools. Overall, the implementation of communitybuilding circles stands as a compelling approach to fostering inclusive educational experiences
that respect and amplify the voices of all students, particularly those from marginalized
communities.

102
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Appendix A: Interview Protocol
Thank you for agreeing to speak to me today and participate in my study. I know your
time in class is important, so I appreciate you taking an hour to speak with me. Does now still
work for you to meet with me?
I am a doctoral candidate at USC and I am conducting a study on the influence of
community-building circles on students’sense of belonging. Circle practice can provide students
with the ability to view their teachers in a positive way by connecting, by building community
and by learning directly from their classmates and teacher(s) about their strengths and
experiences.
As stated in the Study Information Sheet I previously shared with you, this interview is
confidential. That means that your name will not be shared with anyone outside of this research
team. I will use a pseudonym when reporting any data or direct quotes that come from this
interview to maintain your confidentiality. The data from this interview will also be stored in a
password-protected folder. I am happy to provide you with a copy of my final paper if you are
interested.
I have brought a recorder with me today so I may accurately capture what you share as
well as your perspectives. The recording will not be shared with anyone outside of the research
team. Do I have your permission to record our conversation?
Lastly, I want to assure you I am interviewing you solely as a researcher and your responses will
not be used for any evaluative purposes. I am simply attempting to capture, without judgment or
bias, your perspectives on community-building circles and their influence on students’sense of
belonging. Knowing all of this, do you have any questions?

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Questions
I’d like to start the interview by asking you some basic background questions about your
time in school.
1. Please tell me your name.
• What grade are you in?
• What are your preferred pronouns?
2. How has school this year been for you so far?
I’d like to transition to start asking you about the circle practice in your classroom.
3. What do you think is the purpose of circle practice?
4. How would you describe community-building circles to a student who has never
participated in one? Follow up: Do you get to volunteer to participate in circles?
5. How do you participate in community-building circles?
We are going to now talk about if circle practice helps you to feel heard and empowered
in class.
6. How, if in any way, has circle practice helped your teacher to truly value what you
have to say? Or, did they always value what you had to say?
7. How, if in any way, has circle practice helped your classmates to make you feel
heard? Does it feel like they truly care about what you have to say? Or, did they
always care about what you had to say?
8. Can you explain if participating in circle practice makes you feel like you have some
level of power in your classroom?
• To clarify, ask: Do you feel like you have rights in your classroom to make
decisions?

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• To probe further: In what ways, if any, was this similar or different than before
you participated in circle practice?
Now, I’d like to ask you some questions about how circles influence how connected you
feel to your classmates and teacher(s).
9. How, if in any way, does participating in community-building circles make you feel?
10. How, if in any way, does participating in community-building circles help you to feel
connected to your classmates?
11. How would you describe your level of trust with your classmates? To probe further:
In what ways do community-building circles support the level of trust you feel with
your classmates?
12. Can you describe how participating in community-building circles helps you to feel
connected to your teacher(s), if at all?
13. Can you tell me about a teacher or teacher(s) who care about you and why you
believe that?
I’d like to transition to asking you how you would feel if you did not have circle practice
in your classroom.
14. Some teachers say community-building circles take too much time away from
instruction. What would you say to one of those teachers?
Closing question:
15. Is there anything else you want to share about circle practice and how they make you
feel or help you that you may not have shared yet?

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Closing
Thank you so much for participating in my study. Your insights and perspectives are
invaluable. If I have a follow-up question, may I speak to you again? If so, how would you like
me to contact you?

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Appendix B: Alignment Between Interview Questions, RQs and Conceptual Framework
Concepts
Question Interview questions Research questions Conceptual
framework
1. Please tell me your name.
a.What grade are you in?
b.What are your preferred
pronouns?
Demographic,
introductory
questions
–
2. Describe how your school
experience has been so far this
school year.
Warm up question –
3. What is the purpose of circle
practice?
RQ 1: How do Black
and Latino
students in grades
6–12 describe
their participation
in communitybuilding circles?
Equity of voice
Empowerment
Connection
(Lasting, positive,
& significant
interpersonal
relationship)
Belief that the other
cares about your
welfare and likes
you (Trust)
4. How would you describe
community-building circles to a
student who has never
participated in one?
RQ 1: How do Black
and Latino
students in grades
6–12 describe
their participation
in communitybuilding circles?
Equity of voice
Empowerment
Connection
(Lasting, positive,
& significant
interpersonal
relationship)
Belief that the other
cares about your
welfare and likes
you (Trust)

124
Question Interview questions Research questions Conceptual
framework
5. How do you participate in
community-building circles?
RQ 1: How do Black
and Latino
students in Grades
6–12 describe
their participation
in communitybuilding circles?
Equity of voice
Empowerment
6. How, if in any way, has circle
practice helped your teacher to
hear your voice and truly value
what you have to say? Or, did
they always value what you had
to say?
RQ 2: How do Black
and Latino
students in Grades
6–12 describe
their sense of
belonging in terms
of equity of voice
and empowerment
as a result of circle
practice?
Equity of voice
Empowerment
7. How, if in any way, has circle
practice helped your classmates
to hear your voice and truly
value what you have to say? Or,
did they always value what you
had to say?
RQ 2: How do Black
and Latino
students in Grades
6–12 describe
their sense of
belonging in terms
of equity of voice
and empowerment
as a result of circle
practice?
Equity of voice
Empowerment
8. Can you explain if participating in
circle practice makes you feel
like you have some level of
power in your classroom?
1.To clarify, ask: Do you feel
like you have rights in your
classroom to make decisions?
2.To probe further for the result
of circle practice: In what
ways, if any, was this similar
or different than before you
engaged in this circle
practice?
RQ 2: How do Black
and Latino
students in Grades
6–12 describe
their sense of
belonging in terms
of equity of voice
and empowerment
as a result of circle
practice?
Empowerment

125
Question Interview questions Research questions Conceptual
framework
9. How does participating in
community-building circles
make you feel?
RQ 1: How do Black
and Latino
students in Grades
6–12 describe
their participation
in communitybuilding circles?
Connection
(Lasting, positive,
& significant
interpersonal
relationship)
10. How, if in any way, does
participating in communitybuilding circles help you to feel
connected to your classmates, if
at all?
RQ 3: In what ways,
if any, do
communitybuilding circles
influence Grades
6–12, Black and
Latino students’
sense of belonging
in terms of their
ability to trust and
connect with their
peers and
teachers?
Connection
(Lasting, positive,
& significant
interpersonal
relationship)
11. How would you describe your
level of trust with your
classmates? To probe further for
the result of practice: In what
ways do community-building
circles impact or not impact the
level of trust you feel with your
classmates?
RQ 3: In what ways,
if any, do
communitybuilding circles
influence Grades
6–12, Black and
Latino students’
sense of belonging
in terms of their
ability to trust and
connect with their
peers and
teachers?
Belief that the other
cares about your
welfare & likes
you (Trust)
12. Can you describe how participating
in community-building circles
helps you to feel connected to
your teacher(s), if at all?
RQ 3: In what ways,
if any, do
communitybuilding circles
influence Grades
6–12, Black and
Latino students’
sense of belonging
Connection
(Lasting, positive,
& significant
interpersonal
relationship)

126
Question Interview questions Research questions Conceptual
framework
in terms of their
ability to trust and
connect with their
peers and
teachers?
13. Can you tell me about a teacher or
teacher(s) who care about you
and why you believe that?
RQ 3: In what ways,
if any, do
communitybuilding circles
influence Grades
6–12, Black and
Latino students’
sense of belonging
in terms of their
ability to trust and
connect with their
peers and
teachers?
Belief that the other
cares about your
welfare and likes
you (Trust)
14. Some teachers say communitybuilding circles take too much
time away from instruction.
What would you say to one of
those teachers?
RQ 3: In what ways,
if any, do
communitybuilding circles
influence Grades
6–12, Black and
Latino students’
sense of belonging
in terms of their
ability to trust and
connect with their
peers and
teachers?
Connection
(Lasting, positive,
& significant
interpersonal
relationship)
15. Is there anything else you want to
share about circle practice and
how they make you feel or help
you that you may not have
shared yet?
Closing question –

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Appendix C: Informed Consent for Research
University of Southern California
Rossier School of Education
Informed Consent for Research
Study Title: THE POWER OF COMMUNITY-BUILDING CIRCLES (A RESTORATIVE
PRACTICE APPROACH): FOSTERING BLACK & LATINO STUDENTS’ SENSE OF
BELONGING
Principal Investigator: Maurissa Koide
Department: Rossier School of Education
Introduction
If you are reading this form as the parent/legal guardian of a participant, “you” also refers
to your child.
We invite you to take part in a research study. Please take as much time as you need to read the
consent form. You may want to discuss it with your family, friends, or your personal doctor. If
you find any of the languages difficult to understand, please ask questions. If you decide to
participate, you will be asked to sign this form. A copy of the signed form will be provided to
you for your records.
Key Information
The following is a short summary of this study to help you decide whether you should
participate. More detailed information is listed later in this form.
1. Being in this research study is voluntary–it is your choice.

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2. You are being asked to take part in this study because it is researching how an
instructional practice can support and foster students’sense of belonging. The
purpose of this study is to examine how participation in community-building
circles (restorative practices approach) influences Black and Latino students’
sense of belonging. Your participation in this study will last for no more than an
hour and a half. Procedures will include an in person interview.
3. There are risks from participating in this study. The most common risks are that
students might not provide informed consent if they do not fully understand the
study’s purpose, procedures, potential risks, and benefits and that there is a risk
of students feeling coerced or under undue influence to participate. More
detailed information about the risks of this study can be found under the “Risk
and Discomfort” section.
4. The possible benefits to you for taking part in this study may include that the
instructional practice of community-building circles being employed
consistently so all students’sense of belonging is fostered. You may not receive
any direct benefit from taking part in this study. However, your participation in
this study may help us learn what supports our students’sense of belonging.
5. If you decide not to participate in this research, your other choices may include
to provide a brief statement of the alternative to participating or not
participating.

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Purpose
The purpose of this study is to examine how participation in community-building circles
(restorative practices approach) influences Black and Latino students’sense of belonging. We
hope to learn if community-building circles foster Black and Latino students’sense of belonging
since we know when students’ outcomes can be negatively impacted if they lack a sense of
belonging. Restorative practices, and specifically circle practice, are a tool to build community
and develop students’social emotional learning competencies. Studies have shown how they
support Black and Latino students by fostering equity of voice, empowerment, better teacherstudent relationships due to connection and trust. Research on the effects of restorative practices
in school settings has grown in recent years, but still has many areas to explore. You are invited
as a possible participant because you are a Black or Latino student who practices communitybuilding circles in one of your classrooms. About 10 participants will take part in the study.
Procedures
1. If you agree to participate, the researcher will reach out to you to schedule the in person
interview during your preferred time.
2. The in person interview will last no more than an hour and a half.
3. The study, once completed, will be shared with all participants.
Interviews
Some of the questions may make you feel uneasy or embarrassed. You can choose to skip or stop
answering any questions you don’t want to.

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Breach of Confidentiality
There is a small risk that people who are not connected with this study will learn your identity or
your personal information.
Privacy/Confidentiality
We will keep your records for this study confidential as far as permitted by law. However, if we
are required to do so by law, we will disclose confidential information about you. Efforts will be
made to limit the use and disclosure of your personal information, including research study and
medical records, to people who are required to review this information. We may publish the
information from this study in journals or present it at meetings. If we do, we will not use your
name.
The University of Southern California’s Institutional Review Board (IRB) and Human Subject’s
Protections Program (HRPP) may review your records.
Possible Future use of data and/or specimens
Your data will be maintained confidentially and may be shared with other researchers. The
research may be about similar or unrelated topics to this study. Our goal is to make more
research possible. We plan to keep your data and/or specimens indefinitely. If shared, data will
be transferred securely. If you are not comfortable with this, you should not participate in this
study.
The investigators are required to report certain cases with the potential of serious harm to you, or
others, such as suicidality or child abuse, to the appropriate authorities.

131
You will not be compensated for your participation in this research.
Voluntary Participation
It is your choice whether to participate. If you choose to participate, you may change your mind
and leave the study at any time. If you decide not to participate, or choose to end your
participation in this study, you will not be penalized or lose any benefits that you are otherwise
entitled to.
Contact Information
If you have questions, concerns, complaints, or think the research has hurt you, talk to the study
investigator at Maurissa Koide at 408-422-4072 or mkoide@usc.edu.
This research has been reviewed by the USC Institutional Review Board (IRB). The IRB is a
research review board that reviews and monitors research studies to protect the rights and
welfare of research participants. Contact the IRB if you have questions about your rights as a
research participant or you have complaints about the research. You may contact the IRB at
(323) 442-0114 or by email at hrpp@usc.edu.
Statement of Consent
I have read (or someone has read to me) the information provided above. I have been given a
chance to ask questions. All my questions have been answered. By signing this form, I am
agreeing to take part in this study.

132
________________________ ________________________ __________________
Name of Research Participant Signature Date Signed
(& Time*)
Minor/Youth Participant (Ages 14-17 years)
If your child agrees to participate, have your child sign here.
________________________ ________________________ __________________
Name of Child Child’s Signature Date Signed
(& Time*)
________________________ ________________________ __________________
Name of Parent/Caregiver Signature Date Signed
(& Time*)
Second parent/legal guardian is not available to sign because he/she is deceased,
unknown, incompetent, or not reasonably available, or only one parent has legal
responsibility for the care and custody of the child (45 CFR 46.406).
________________________ ________________________ __________________
Name of Second Parent Signature Date Signed
(& Time*)

133
Person Obtaining Consent
I have personally explained the research to the participant and/or the participant’s legally
authorized representative using non-technical language. I have answered all the participant’s
questions. I believe that the participant understands the information described in this informed
consent and freely consents to participate.
________________________ ________________________ __________________
Name of Person Obtaining Signature Date Signed
Informed Consent (& Time*)

134
Appendix D: Minor Assent Form (Ages 14–17)
University of Southern California
Rossier School of Education
Minor Assent Form (Ages 14–17)
My name is Maurissa Koide. I am a student at USC. I am doing a study on community-building
circles. I invite you to participate.
The reasons you have been invited to be in this study are below:
1. Your parent or caregiver says this is ok. Even if your parent or caregivers says it’s ok,
you don’t have to be in the study.
2. You were invited because you are either Black or Latino and in Grades 6–12 and have
participated in community-building circles in your classroom.
What Will be Asked of You
If you want to be in the study, you will be asked to:
1. Meet with me for an in person interview that will last no more than an hour and a half
during your preferred time (during or after the school day).
I hope to have 10 children in this study.
Risks
If you do not like the questions I ask, you might feel stressed or uncomfortable. You can choose
to not answer any question that makes you stressed or uncomfortable.
Helping You or Others
Being in this study may help you and others.
This study may help people learn how community-building circles can help students feel like
they belong and are a part of their class.

135
Keeping Your Information Private
I will keep your information in a safe place. I will remove your name before presenting the
results of my study. I may share your information with other researchers. Any information I share
will not include your name.
Getting Help
If I think an adult is hurting you, I will tell someone who can help you.
If I think you might hurt yourself, I will tell someone. If I think you might hurt another person, I
will tell someone. In an emergency, I will call an ambulance or the police.
Volunteering
You can decide if you want to do this study or not. It is OK to say yes or no. You will not be in
trouble if you say no.
Audio Recording
I would like to record your answers. Is this OK? Circle: Yes or No
Questions
If you have any questions, please ask me. You or your parent/caregivers can contact me at:
mkoide@usc.edu and 408-422-4072.
You can also contact Dr. Moore, who is supervising me on the research. You or your
parent/caregivers can contact them at: ekaterim@usc.edu and (562)257-8945.
If you have questions about your rights in the research, please contact the USC Institutional
Review Board at hrpp@usc.edu email address or 323-442-0224.

136
If you sign your name below, it means that you agree to take part in this research study.
__________________________ __________________________ ____________
Name of Child Child’s Signature Date Signed

__________________________ __________________________ ____________
Name of Person Obtaining Signature Date Signed

137
Appendix E: Minor Assent Form (Ages 7–13)
University of Southern California
Rossier School of Education
Minor Assent Form (Ages 7–13)
My name is Maurissa Koide. I am a student at USC. I want to know if community-building
circles help students feel like they belong in their classrooms. I invite you to join my study.
If you want to join the study, you will meet with me to answer some questions.
You can join if your parent says it is ok. You cannot join if your parent says no. You do not have
to be in this study if you don’t want to.
If you join, you might feel nervous. You can stop when you want. Tell me if you want to stop.
Joining the study may help you and others. This study may help people learn how communitybuilding circles can help students feel like they belong and are a part of their class.
I will keep your information in a safe place.
If I think an adult is hurting you, I will tell someone. If I think you might hurt yourself, I will tell
your parent. If I think you might hurt someone, I will tell your parent.
You can ask me any questions, or your parent can ask me questions.
You can join the study if you want. You can say no if you want. You are not in trouble if you say
no.
I would like to audio record your answers. Is this OK? Circle: Yes or No
If you sign your name below, it means that you agree to take part in this research study.
__________________________ __________________________ ____________
Name of Child Child’s Signature Date Signed
__________________________ __________________________ ____________
Name of Person Obtaining Signature Date Signed

138
Appendix F: Recruitment Email
My name is Van Le and I am helping a student at University of Southern California and
district staff member to recruit students to participate in a study. The researcher is conducting a
study to examine how participation in community-building circles (restorative practices
approach) influences Black and Latino students’sense of belonging. The researcher hopes to
learn if community-building circles foster and support students’sense of belonging since
students’ outcomes can be negatively impacted if they lack a sense of belonging. The researcher
is recruiting students who meet these criteria:
1. Black or Latino students,
2. In grades 6–12, and
3. Who practice community-building circles.
If you decide to allow your child to participate in this study, he/she/they will be asked to do the
following activities:
1. Meet with the researcher for an in person interview that will last no more than an hour
and a half during your preferred time (during or after the school day).
During the interview, he/she/they will be asked questions about:
1. Demographics: (name, grade, preferred pronouns),
2. School experience, and
3. Circle practice experience and impact.
If you are interested in participating in this study, please contact me at 408-635-2600 x6006.
Thank you!

139
Respectfully,
Van Le
Learning & Development Secretary

Abstract (if available)

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Asset Metadata

Creator Koide, Maurissa Anne (author)

Core Title The power of community-building circles (a restorative practice approach): fostering Black and Latino students’ sense of belonging

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2024-08

Publication Date 08/09/2024

Defense Date 05/20/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag African American students,belongingness,black students,caring,Circles,community-building,High School,Latino students,Latinx students,middle school,OAI-PMH Harvest,Relationships,restorative practices,sense of belonging,trust

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Moore, Ekaterina (committee chair), Krop, Cathy S. (committee member), Ott, Maria (committee member)

Creator Email maurissak@gmail.com,mkoide@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113998TEU

Unique identifier UC113998TEU

Identifier etd-KoideMauri-13368.pdf (filename)

Legacy Identifier etd-KoideMauri-13368

Document Type Dissertation

Format theses (aat)

Rights Koide, Maurissa Anne

Internet Media Type application/pdf

Type texts

Source 20240813-usctheses-batch-1196 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu