This thesis explores the K-12 school experiences of people who are incarcerated in Newfoundland and Labrador. Through qualitative interviews with incarcerated individuals, the study examines how school relationships, exclusionary discipline practices, and institutional structures shaped participants’ experiences of belonging, identity, and connection within the education system.

This project presents a web-based resource designed to support the inclusion of English language learners in restorative justice education circles. Drawing on classroom experience with newcomer and refugee students, the resource provides practical tools, materials, and strategies to help educators create culturally responsive and accessible circle practices that foster trust, relationship building, and student voice across language differences.

This graduate project provides a practical guide for teachers entering a new school while seeking to practice restorative justice in education. The resource explores how a restorative mindset can shape relationships with students, colleagues, and families, and offers reflections on classroom culture, talking circles, and relational teaching practices that support dignity, respect, and interconnectedness in school communities.

This study explores how the COVID-19 pandemic affected teachers’ restorative justice in education practices in Newfoundland and Labrador. Through interviews with educators, it examines how shifts to remote and disrupted schooling influenced relational teaching practices and the use of restorative approaches in classrooms.

A practical guide for LEARN and ESL teachers exploring how restorative justice principles and circle practices can support refugee and newcomer students through relationship building, culturally responsive teaching, and family engagement.

This project presents a web-based resource designed to support the integration of restorative justice in music education classrooms in Newfoundland and Labrador. The site provides practical tools, lesson ideas, and circle structures that help educators foster relational learning, student leadership, and collaborative classroom culture within music programs.

This project is included as part of the RFNL graduate student research collection. The full document will be added to the repository soon.

This course project introduces restorative justice in education through circle pedagogy in a kindergarten French immersion classroom. The guide outlines key components of classroom talking circles such as circle values, talking pieces, centerpieces, and opening and closing rounds. It provides practical strategies that support young students in developing social, language, and relational skills through daily circle practice.

This study explores how restorative justice education influences social dynamics within classroom communities. Through qualitative inquiry with educators, the research examines how restorative approaches shape relationships, classroom culture, and the ways students and teachers interact within learning environments.

This study investigates the use of restorative justice circle process during an Individualized Education Plan (IEP) meeting. Using a narrative case study informed by relational and critical theory, the research examines how circle process may support greater collaboration, shared power, and stronger relationships between parents and school staff during IEP decision-making.

This study explores the impact of restorative justice education on graduate students who completed an introductory course in restorative justice education. Through narrative interviews with former students, it examines how participation in the course influenced their perspectives, relationships, and approaches to conflict in both personal and professional contexts.

This project is included as part of the RFNL graduate student research collection. The full document will be added to the repository soon.

This thesis explores the use of learning circles as a restorative justice pedagogy in a high school classroom. Through a qualitative narrative case study, the research examines how circle processes can shift classroom dynamics toward more relational teaching and learning, fostering greater student participation, reflection, and shared responsibility between teachers and students.

This study explores how teachers understand and respond to Newfoundland and Labrador’s Inclusive Education Initiative. Through narrative inquiry with elementary educators, it examines how teachers’ personal experiences, beliefs, and values shape their perspectives on inclusion and their role in building inclusive school cultures.

This project is included as part of the RFNL graduate student research collection. The full document will be added to the repository when it becomes available.