Persistent disparities in exclusionary discipline procedures continue to portent negative educational outcomes for students from specific racial, income, and ability categories. Restorative practices (RP) has emerged as a promising approach to mitigate these disparities and improve school climate. This study describes the utility of field-initiated implementation readiness assessments that might guide school districts by targeting the needs of faculty and staff. This study is a part of a mixed-methods Community-Based Participatory Research (CBPR) project made possible by a university and school-district partnership. The results reveal potential challenges and opportunities related to RP implementation and hold implications for professional development trainings for school districts that aim to implement RP as a foundation to employ more just and effective disciplinary mechanisms.

中文翻译：

---

实施全校恢复性做法的需求和准备情况评估

排他性纪律程序中的持续差异继续预示着来自特定种族、收入和能力类别的学生的负面教育结果。恢复性实践 (RP) 已成为缓解这些差异和改善学校氛围的一种有前途的方法。本研究描述了现场启动的实施准备评估的效用，这些评估可能通过针对教职员工的需求来指导学区。这项研究是由大学和学区合作伙伴关系实现的混合方法社区参与式研究 (CBPR) 项目的一部分。