Restorative processes and zero tolerance policies: Can they co-exist? An exploratory case study of an Ontario secondary school

Abstract

School violence is an issue currently generating much policy and research attention. It has become a serious concern, not only because of its damaging effects but also because, it is linked to later anti-social and criminal behaviour. Typically, responses to school violence fall into three categories. This thesis explores the feasibility of restorative practices in Canadian schools that have zero tolerance policies towards violence. Hirschi's social bonding theory (1969) is used to support arguments for the need to shift from current punishment orientated responses to more restorative responses. In this inductive case study analysis of an Ontario secondary school it is observed that a peaceful/restorative culture can thrive, in conjunction with both restorative processes and zero tolerance policy.