Restorative conference intervention to avoid school exclusion: Practice report
TS (year 11 traveller girl) was permanently excluded from a High School and at the governors meeting, other issues were raised that showed T’s action of assault on another pupil, whilst not condoned detailed some provocation to the incident. It also emerged in the meeting that T is from a traveller background and therefore statistically more likely to be permanently excluded. Due to these reasons the School Exclusion Team robustly challenged the decision and discussed with governors the possibility of looking at an alternative strategy to permanent exclusion.
Call for more restorative justice plans
A restorative programme to help develop conflict resolution skills in west Tallaght in Dublin should be rolled out to all schools in Ireland, former governor of Mountjoy Prison John Lonergan has said.
At the launch of a report evaluating the Restorative Practice Programme of the Childhood Development Initiative, Mr Lonergan said inter-community relationships “are at the very heart of the quality of life that people have”.
Bullying, restorative justice and teenage girls
The fine line between bullying and what is actually just a broken relationship, combined with our young peoples' inexperience in dealing with these highly emotional moments, is a huge challenge at times. As teachers we will all have suffered the frustration of spending all day dealing with so called bullying between friends, only to find them walking around school arm-in-arm and laughing the next day.
Intertwined: Community conflict management in the school
from the website of Forsee Research Group:
The 27 minute film created within the programme targets secondary school students essentially, with the most important aim of supporting the responsiveness to alternative dispute resolution (ADR) with audiovisual tools. The above is realised primarily through the demonstration of the fundamental principles of ADR in educational situations, moreover, the film also cites a non-violent resolution of a specific in-school case, presenting the steps, methods and tools applied in the process. We intend to make the audience think and reflect on their own conflict resolution practices: to re-enforce their positive practices and to face ‘violent’ dispute resolution routines either applied or sustained by them.
The film is presented by trained moderator pairs in the frame of a film and discussion workshop, through a pre-defined theme.
“Beyond All Belief” — Restorative Practices at St Edmund’s Primary School, Norfolk, UK
from the article by Lisa Cook posted on iirp.com:
This is what restorative practices looks like at St Edmund’s [for children 3 to 11 years old]:
When the children come in each morning they are quick to sort themselves into a circle. They are keen to get started. The class teacher starts off with a greeting. This is passed around the circle and varies depending on the age of the children.
Restorative Practices in Hungary — Transforming Schools and Prisons
From the Restorative E-Forum article by Laura Mirsky:
In April 2010 Vidia Negrea, director of Community Service Foundation (CSF) Hungary, provided an introductory training in facilitating restorative conferences for four different youth group homes in Budapest. This is just the latest development in her work spreading restorative practices in Hungary, which also includes major efforts in schools and prisons.
Psychologist Negrea came to Bethlehem, Pennsylvania, USA, in 2000 to learn about restorative practices and has never looked back.
Her recent work has been supported by the Ministry of Justice Hungary and the city of Budapest, including a project to reduce aggressive behavior in children and youth, which is bringing restorative practices to six big-city high schools.
At first some of the leaders in these high schools weren’t open to the idea of restorative practices. The success of the practices in the wake of one particular incident changed their minds.