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Evidence is drawn from interviews with five teachers trained in Restitution and five students with multiple office discipline referrals, plus review of school-wide discipline referral documentation. Results emphasize that warm, safe classroom and school environments, strong student–teacher relationships, and opportunities to connect (e.g., activities, friendships, visits) enable students to redress actions and reattach to the school community.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/school-attachment-theory-and-restitution-processes-promoting-positive-behaviors-in-middle-years-schools/597552/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/school-attachment-theory-and-restitution-processes-promoting-positive-behaviors-in-middle-years-schools/597552.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the case study on restitution and school attachment?","Question",{"text":112,"@type":113},"To examine school attachment and restitution strategies used in a middle years school and determine whether the program supported the promotion and sustainability of positive behaviors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected in the study?",{"text":117,"@type":113},"The study gathered data through interviews with five Restitution-trained teachers and five students with multiple office discipline referrals, and by reviewing school-wide discipline referral documentation.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors were seen as supporting the implementation of restitution?",{"text":121,"@type":113},"Support from administration and colleagues, using the same restitution language, goal setting, parental support, and taking a compassionate approach were identified as supporting restitution.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597552,1792144309,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","SCHOOL ATTACHMENT THEORY AND RESTITUTION PROCESSES:  \nPROMOTING POSITIVE BEHAVIORS IN MIDDLE YEARS SCHOOLS  \nChristine Penner, Interlake School Division,  \nand Dawn Wallin, University of Manitoba  \nThis paper presents the findings ofa case study that examined school attachment and restitution strategies used in a middle years school to determine if the  \nprogram had provided a viable means of promoting and sustaining positive behaviors among middle years students. Data were gathered by interviewing five teachers who had Restitution I training and five students who had multiple discipline referrals to the office, and by examining school-wide discipline referral documentation. Students and teachers agreed that positive student–teacher  \nrelationships and developing a warm, safe, caring classroom and school environment were instrumental in creating the conditions for students to redress their actions and in attaching students to their school community. Involvement in extra-curricular activities, meeting friends, feeder school visits, the availability of food, and having fun were other factors cited as increasing students’ connection and sense of belonging. Collaboration with colleagues, support from  \nadministration, speaking the same restitution language, goal setting, parental support, and having a compassionate approach were seen as factors supporting the implementation of restitution, whereas lack of time, not having all staff embrace the philosophies and practices of restitution, teachers who were unwilling to share negative experiences, and students who were hardened from a multitude of poor life experiences and bad choices were seen as hindrances to the restitution  \nprocess.  \nBackground  \nThe move from an elementary school to a middle years school is a difficult transition which marks an important milestone for the majority of adolescents (Farrell, Sullivan, Esposito, Meyer, & Valois, 2005; Kearney, 2006; Reddy, Rhodes, & Mulhall, 2003) . Hargreaves, Earl, and Ryan (1996), cited in Patton, Glover, Bond, Butler, Godfrey, Di Pietro, and Gowes (2000),  \nargue that the transition from elementary school to a middle years school brings with it a loss of continuity in relationships and changes in curriculum and teaching styles, as well as adaptation toa new school. In addition, adolescence is a stressful time for many youth as it represents a period of growth and change emotionally, physically, intellectually, and socially (Gottfredson, Gottfredson, Payne, & Gottfredson, 2005). The onset of drug use, aggression, and delinquency often begins in early adolescence which increases the difficulty of this transition (Fagon & Pabon, 1990; Farrell et al., 2005) . To make matters more complex, although adolescents in every socio-economic level struggle with antisocial behaviors, researchers have found that adolescents in disadvantaged communities are at a higher risk for delinquent and antisocial behaviors in schools (Gonzales, Dumka, Deardoff, Carter, & McCray, 2004; Skorikov & Vondracek, 2006) .  \nAs a result, educators sometimes notice growth in problem behaviors when students enter middle years as struggling adolescents. If student misbehaviors constantly disrupt the learning process, the goal of student learning is thwarted not only for the disruptive students but for other students in the classroom. Therefore, multiple initiatives with various levels of intervention are needed in middle years schools (McCurdy, Kunsch, & Reibstein, 2007) to help educational leaders support these youth in ways which do not pathologize them, but facilitate and enhance positive social skill development and engagement of students in the learning process.  \nSchool attachment and restitution are two concepts that provide a positive framework for studying behavior management in middle years schools that avoids the pathologizing tendencies of punishment and consequence forms of school discipline. Students who develop positive relationships with school pers","cbCaidOT6TVcxNo4","https://ap.wps.com/l/cbCaidOT6TVcxNo4","pdf",251080,36,"English","# Background\n## School attachment and restitution as a framework\n# Conceptual framework\n## School attachment","[{\"question\":\"What was the purpose of the case study on restitution and school attachment?\",\"answer\":\"To examine school attachment and restitution strategies used in a middle years school and determine whether the program supported the promotion and sustainability of positive behaviors.\"},{\"question\":\"How was data collected in the study?\",\"answer\":\"The study gathered data through interviews with five Restitution-trained teachers and five students with multiple office discipline referrals, and by reviewing school-wide discipline referral documentation.\"},{\"question\":\"What factors were seen as supporting the implementation of restitution?\",\"answer\":\"Support from administration and colleagues, using the same restitution language, goal setting, parental support, and taking a compassionate approach were identified as supporting restitution.\"}]","SCHOOL ATTACHMENT THEORY AND RESTITUTION PROCESSES - PROMOTING POSITIVE BEHAVIORS IN MIDDLE YEARS SCHOOLS | PDF",1792085217,91]