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While many schools have gravitated away from an emphasis on 'zero tolerance' discipline, embracing a range of 'restorative practices' (RP), only a handful of empirical studies have examined how RP have been received by educators. Moreover, frameworks which embrace RP in the classroom often neglect newer forms of online-mediated conflict and harm (e.g., cyberbullying, 'sexting'). The current study, drawing on 77 qualitative interviews with Canadian pre-service and practicing educators, examines their responses regarding the effectiveness of RP in response to online conflict and harm. Challenges include educator emotional burnout, pressures on popular teachers to run RP, and the need for resources and administrative support in RP or an external mediator. These challenges, we argue, are difficult to overcome without a whole school framework that helps to instill cultural commitments attending to the wider goal of repairing harm situated at the level of a school's community.

While previous research identifies skepticism and some animosity among students towards school-based cyber-safety programs, drawing from focus group discussions with Canadian teens, this paper contributes to unpacking reasons for both support for 'what works' and antagonism for what is perceived to be lacking. Our findings reveal support for repeated messages, including those eliciting fear, especially for younger students. Criticisms most often centered on the questionable relatability of the messages, and the need for more practical information (e.g., privacy management). Criticisms are largely concentrated among female teens. Among our participants, the concentration of cyber-safety messages is being received in junior high school, with less emphasis by the time students reach high school. We argue that by high school students are expected to have successfully internalized the directives for online safety received in earlier grades, and have acquired, to a greater or lesser extent, a sense of prudentialism and self-control.

Restorative practices are gaining traction as alternative approaches to student conflict and harm in schools, potentially surpassing disciplinary methods in effectiveness. In the current article, we contribute to the evolving understanding of restorative practices in schools by examining qualitative responses from educators regarding restorative interventions for online-mediated conflict and harm, including cyberbullying and sexting. Participants include pre-service educators, as well as junior and senior teachers with varying levels of familiarity with restorative practices. Our findings highlight how educators who have implemented these practices largely hold positive perspectives of their effectiveness for resolving cyber conflicts and restoring a positive classroom environment. Educators emphasize the value of meaningful changes in student behaviour and acknowledge the potential of face-to-face mediation in mitigating online harm and promoting digital citizenship, though some educators raise questions about the appropriateness of restorative responses to serious incidents of online-mediated harm. This research offers fresh insights into the challenges and potential of restorative practices in schools, particularly in addressing cyber-based conflicts. We emphasize implementation challenges related to the distinct contexts in which schools operate and the influence of broader societal and systemic factors on the success of restorative practice initiatives. [ABSTRACT FROM AUTHOR]

Focus groups conducted with Canadian teenagers examining their perceptions and experiences with cyber risk, center on various privacy strategies geared for impression management across popular social network sites (SNS). We highlight privacy concerns as a primary reason for a gravitation away from Facebook toward newer, more popular sites such as Instagram and Snapchat, as well as debates about the permeability of privacy on Snapchat in particular. The privacy paradox identifies a disjuncture between what is said about privacy and what is done in practice. It refers to declarations from youth that they are highly concerned for privacy, yet frequently disregard privacy online through 'oversharing' and neglecting privacy management. However, our participants, especially older teens, invoked a different mindset: that they have 'nothing to hide' online and therefore do not consider privacy relevant for them. Despite this mindset, the strategies we highlight suggest a new permutation of the privacy paradox, rooted in a pragmatic adaptation to the technological affordances of SNS, and wider societal acquiescence to the debasement of privacy online. Les groupes de discussion cherchant a examiner la perception et l'experience qu'ont du cyberrisque les adolescents canadiens se concentrent sur diverses strategies de respect de la vie privee destinees a assurer la conduite strategique des relations dans les reseaux sociaux les plus populaires. Nous soulignons l'inquietude vis-a-vis le respect de la vie privee comme facteur determinant de la migration depuis Facebook vers des sites plus nouveaux et populaires tels Instagram et Snapchat et nous debattons sur la permeabilite du respect de la vie privee sur Snapchat en particulier. Le paradoxe du respect de la vie privee identifie un hiatus entre ce qu'on en dit et ce qu'on fait en pratique. A preuve les declarations des jeunes qui se disent fortement preoccupes du respect de leur vie privee tout en le negligeant frequemment en ligne, en se livrant a des << partages a outrance >> et en en faisant une mauvaise gestion. Nos participants, particulierement les plus vieux ados, invoquent toutefois un etat d'esprit different en soulignant qu'ils n'ont << rien a cacher >> sur Internet et que le respect de la vie privee n'a aucun interet pour eux. Malgre cet etat d'esprit, les strategies que nous soulignons suggerent une nouvelle permutation du paradoxe du respect de la vie privee, decoulant d'une adaptation pragmatique aux possibilites techniques des reseaux sociaux et d'une acceptation societale de la devalorisation du respect de la vie privee sur Internet., TEEN USE OF THE INTERNET has generated concern, which we refer to as cyber risk, specifically around their use of online social network sites (SNS; boyd 2014), their potential for [...]

There is increasing recognition that correctional officers (COs) serve a crucial role in their work in relation to communications underpinning discretion, especially regarding interactions with prisoners. This article examines attitudes and perceptions among Canadian federal correctional officer recruits (CORs) regarding what they anticipate are the greatest challenges they will face as new COs. We examine these discussions through the framework of Goffman's dramaturgical model of face work, especially face work within the 'total institution' of prisons. Our findings centre on anticipated challenges of building rapport with prisoners, including the requirements to monitor one's demeanour and 'face work'. Characterisations of prisoners as inherently manipulative factor into CO anticipations of interactional challenges. We also consider the role that 'soft power' has in facilitating CO‐prisoner rapport and trust, which, we argue, ultimately undergirds opportunities in prisons to facilitate prisoner social change and successful community reintegration and desistance from crime. [ABSTRACT FROM AUTHOR]