Constructing Restorative Justice in the School Ecosystem: Discipline Perspectives Transformed Through School Based Consultation

Yıl 2025, Cilt: 14 Sayı: 1, 93 - 106, 27.06.2025

Hacer Güven , Abdullah Mücahit Aslan

https://doi.org/10.17539/amauefd.1686807

Öz

This study explores the use of restorative justice within the school ecosystem as a means to address disciplinary issues and strengthen student-teacher relationships. It examines the historical development of restorative justice, its advantages, and its implementation in educational settings. Unlike traditional punitive approaches, the restorative justice model emphasizes empathy, accountability, and the reinforcement of social bonds. The study particularly discusses how school-based consultation services can contribute to making restorative practices more sustainable and effective in schools. School counselors and consultants play a critical role in supporting teachers' integration of restorative justice practices. Moreover, various consultation models and examples of restorative justice-based programs are presented to offer practical recommendations. The findings suggest that the transformation of school discipline from punitive models to restorative approaches through consultation reduces disciplinary referrals, increases student engagement, and improves the overall school climate. It also plays a key role in reintegrating students into the school community, their social networks, and society at large. The study concludes by summarizing current research on restorative justice and consultation, and offers concrete recommendations for educators, school administrators, policymakers, and researchers to promote the dissemination of restorative justice practices in Türkiye.

Anahtar Kelimeler

Restorative Justice , School-Based Consultation , Discipline , Student-Teacher Relationships , School Climate

Onarıcı Adaletin Okul Ekosisteminde İnşası: Okul Temelli Konsültasyonla Dönüşen Disiplin Anlayışı

Öz

Bu çalışma, onarıcı adaletin (OA) okul ekosisteminde disiplin sorunlarını çözmek ve öğrenci-öğretmen ilişkilerini güçlendirmek amacıyla kullanımını incelemektedir. Geleneksel cezalandırıcı yaklaşımların aksine OA, empati, sorumluluk ve sosyal bağları güçlendirme odaklı bir yaklaşım sunmaktadır. Çalışmada, OA uygulamalarının okullarda nasıl daha sürdürülebilir ve etkili hale getirilebileceği, özellikle okul temelli konsültasyon süreçleri üzerinden tartışılmaktadır. Psikolojik danışmanlar ve konsültanlar, öğretmenlerin OA uygulamalarına entegrasyonunda kritik bir rol üstlenmektedir. Ayrıca, çeşitli konsültasyon modelleri ve OA destekli program örnekleri sunularak uygulamalı öneriler geliştirilmiştir. Araştırma bulguları, OA'nın disiplin sevklerini azalttığını, öğrenci katılımını artırdığını ve okul iklimini iyileştirdiğini göstermektedir. Çalışma, Türkiye'de OA'nın yaygınlaştırılması için eğitimciler, yöneticiler, politika yapıcılar ve araştırmacılara yönelik somut önerilerle sonuçlanmaktadır.

Anahtar Kelimeler

Onarıcı Adalet , Okul-Temelli Konsültasyon , Disiplin , Öğrenci-Öğretmen İlişkileri , Okul İklimi

Etik Beyan

Bu araştırma, insandan veri toplanmadığından etik kurul iznine tabi olmamakla birlikte bu çalışmanın hazırlanma sürecinde bilimsel ve etik ilkelere uyulduğu beyan olunur.

Kaynakça

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