Syracuse should stay the course on dealing with school suspensions (Commentary)
from the article on Syracuse.com:
...The spirited discussion in our community on how public schools use and overuse suspension and about the differential rates of suspension of students of particular identities (e.g., males, females; race, disability, ethnicity) continues. While there are dangerous and inappropriate behaviors in schools, data show that many suspensions do not come from the most dangerous behaviors, but from an over-use of suspension for more minor infractions. This is a national issue, but the data showing that Syracuse City School District (SCSD) has a disproportionate number of suspensions compared to other urban districts is a compelling reason why change is needed. The attorney general's participation in this issue signals the high stakes involved, further necessitating moving away from an over-reliance on suspension.
Psychology class hopes to implement Restorative Justice
from the article in the Sonoma State Star:
A psychology course is spawning a wave of support for the implementation of Restorative Justice at Sonoma State University.
Partnering with Restorative Resources of Santa Rosa, two students from psychology professor Maria Hess’s Intro to Community Mental Health class, Lauren Dillier and Cody Hoffman-Brown, presented their research concerning the topic at an open-forum presentation on Wednesday, April 23. At the forum presentation, held in the Bennett Valley room of the Student Center, Dillier and Hoffman-Brown voiced their hope for its application throughout the Sonoma State community in the future.
Close to Home: Zero tolerance or restorative justice?
from the article by David Sortino:
The Obama administration's push to eliminate a zero-tolerance discipline philosophy in American public schools was long overdue.
Zero tolerance is a tool that became popular in the 1990s, supporting uniform and swift punishment for offenses such as truancy, smoking or possession of a weapon. Violators could lose classroom time and even be saddled with a criminal record. The recommendations encouraged schools to ensure that all school personnel be trained in classroom management, conflict resolution and approaches to de-escalate classroom disruptions.
Circles: Healing through restorative justice
from the article by Laurel J. Felt:
“Who or what inspires you to be your best self?”
This is hardly the question that most Angelenos would ask at 9:30 in the morning on a gray, rainy Saturday. But for the 80+ adults and youth who gathered on March 2 at Mendez Learning Center in Boyle Heights, this introspective query kicked off “Circles,” a rich, daylong exploration of Restorative Justice.
Restorative justice for everyone: An innovative program and case study from Turners Falls High School in Massachusetts
from the article by David Bulley and Thomas Osborn:
Restorative Justice generally exists as an alternative to traditional discipline. In most schools a student who acts out will be referred to the assistant principal or to the dean of students who then makes a determination: Is the student a candidate for restorative justice or should they be disciplined the traditional way of detentions or suspensions? Often this includes a choice by the student. In fact, as part of most restorative conferences, the perpetrator is informed that participation is voluntary and that at any time they can opt out and subject themselves to traditional justice. One problem with this system is that too many students welcome an out of school suspension.
Defending restorative discipline
by Jeremy Simons
When I started working at Cole Middle School in inner city Denver in 2003, it was ranked dead last in the entire state of Colorado, with proficiency scores on standardized testing (CSAP) in the single digits. It would later be shut down by the state and turned into a charter school, which was also closed after 3 years, in a bizarre attempt at school “accountability.”
Student misbehavior went hand in hand with the academic problems, with hundreds of students suspended every year and substitute teachers bullied out of the building by students. Local residents called the school a “gang factory.” Police cruisers were regularly parked outside with officers escorting students out between the elegant Doric columns supporting the main entrance, grand reminders of forgotten days when the school produced graduates rather than criminals. It was a sad example of what community activists and parents were just beginning to call the “school to prison pipeline”.
IIRP’s SaferSanerSchools program to be evaluated in randomized trial in 15 urban schools nationwide
from the article on Restorative Works learning network:
The International Institute for Restorative Practices (IIRP) is pleased to announce a partnership with the Center for Social Organization of Schools at the Johns Hopkins University School of Education to conduct a three-year randomized field trial evaluation of the IIRP’s SaferSanerSchools Whole-School Change Program. The study will establish the impact of school-wide restorative practices on reducing disparities in discipline and overall rates of suspensions, arrests and expulsions in high poverty-area middle and high schools that also have significant proportions of students of color.
Advocating for restorative practice within schools
from the paper by Holli Vah Seliskar:
There are relatively few qualitative studies on the overall effectiveness of restorative justice practices within schools and its impact on youth. What works for schools in terms of implementing a restorative justice framework, the perceptions of benefits, obstacles, and challenges from the viewpoint of the student, the teacher, and the principal or restorative coordinator is still largely unknown. Moreover, qualitative research of restorative justice programs and their overall effectiveness have traditionally focused on its affects/effects within the criminal justice system and the juvenile justice system, and have not necessarily been applied to its affect/effect within schools.
Restorative group conferencing and sexting: Repairing harm in Wright County
from the article by Nancy Riestenberg:
Three years ago, in a middle school in Wright County, Minnesota, students discovered sexually explicit pictures of a student on the cell phone of her boyfriend. The students ran to the bathroom with the cell phone and sent the pictures on to eight other students. By the time the adults in the school discovered them, many student cell phones had received the pictures. The administration asked the school resource officer from the Sheriff’s Office to investigate. Potentially many students could be charged with sending or receiving sexually explicit pictures of a minor, a felony offense. What was the County Attorney going to do?
Children’s right to participate: Implications for school discipline
from the article by Mariëtte Reyneke:
Children’s rights are often divided into prevention, protection and participation rights. The right to be heard or the right to express views are some of the manifestations of the participation rights of children. One of the main points of contention in the children’s rights debate pertaining to participation rights is to find a balance between, on the one hand, the child’s lack of full autonomy and capacity, and, on the other, the recognition that the child is an active subject of human rights, with an own personality, integrity and ability to participate freely in society.