The practice of restorative practices: a phenomenological study of the barriers to the long-term implementation and sustainability of restorative practices in suburban secondary schools

This qualitative phenomenological study explored the barriers to implementing and sustaining restorative practices in suburban secondary schools. Guided by the Dynamic Sustainability Framework, the study examined school leaders’ perceptions of long-term commitment, challenges to implementation, and the impact of “voltage drop” over time. Data were collected through interviews with 12 school leaders and analyzed using Moustakas’ (1994) modification of the Stevick-Colaizzi-Keen method. Four key themes emerged: (1) restorative practice as a cultural shift and not merely behavior management, (2) barriers rooted in punitive mindsets and misconceptions, (3) strategic implementation involved training and policy support, and (4) sustainability required leadership communication and consistency. Findings indicated that while restorative practices can improve school culture, implementation is often hindered by staff resistance, inconsistent training, and leadership changes. Sustainable implementation was most evident in schools with shifting culture, strong leadership, ongoing professional development, and alignment with school policies. The study highlights the need for systemic and cultural alignment to support the long-term implementation and sustainability of restorative practices.