The Impact Conscious Discipline Curriculum and Restorative Practice Strategies has on the Social Emotional Learning of Elementary School Students

Abstract

The purpose of this study was to examine the impact Conscious Discipline Curriculum and restorative practice strategies had on the Social Emotional Learning of elementary school students. Data was collected through the elementary schools Student Office Referral Form. Office referrals were collected before the implementation of the Conscious Discipline Curriculum and restorative practice strategies and again after the curriculum and strategies were implemented. The data was then compared to determine the impact of Conscious Discipline and restorative practice strategies had on students Social-Emotional Learning skills. The implementation of both practices increased students’ Social-Emotional Learning based on the decrease in student incident reports and student suspensions from the pre-treatment year to the post-treatment year.