Implementation of a school-based diversion initiative to advance restorative discipline: a mixed methods study of school implementation processes

Exclusionary discipline practices are associated with adverse youth outcomes, including increased risk of juvenile justice involvement. In response, schools have increasingly adopted restorative approaches; however, challenges remain in sustaining implementation. This study examines early implementation of the School-Based Diversion Initiative (SBDI), a school–community partnership model designed to reduce reliance on exclusionary discipline and support restorative practices. Using a mixed-methods design, data were collected from school staff serving as Leaders in Residence (LIRs) across seven public middle schools and eight public high schools in Connecticut, as well as program stakeholders. Pre–post survey data assessed changes in LIR knowledge over one academic year (n = 10), and semi-structured interviews (n = 25) explored implementation experiences. Results indicated a statistically significant increase in LIR knowledge of district discipline policies, community-based supports, trauma-informed practices, and restorative approaches. Qualitative findings identified key factors shaping implementation, including the development of staff buy-in, access to ongoing training and consultation, coordinated school–community partnerships, and structural constraints related to time. Findings suggest that while diversion and restorative approaches can support shifts in school disciplinary practices, successful implementation requires sustained investment in training, cross-sector coordination, and structural supports. This study contributes to the literature by integrating outcome and implementation data to advance understanding of how restorative approaches are adopted and sustained in real-world school settings.