'Restorative practices': Discipline but different
At City Springs and many other schools across the country, restorative practices are about holding students accountable and getting them to right a wrong. The approach is getting more notice than ever as criticism grows of zero-tolerance disciplinary policies that often require out-of-school suspension and expulsion. Educators are turning to restorative practices, peer courts in middle and high schools, and related efforts in the hopes of changing students' bad behaviors rather than simply kicking them out of school as punishment and risking disconnecting them from school altogether.
"It's about building relationships and having [students] do what you want them to do because they want to do it—not because they're afraid of what the consequences are," said Rhonda Richetta, the principal of City Springs, which has 624 students. "We really want kids to change."
Investigating the implementation of restorative justice practices through circle time
This project was undertaken at a Catholic single sex school. The school has a strong emphasis on student wellbeing and is continually looking at ways to improve the various programs offered and strategies employed at the whole school through a preventative approach to student management. Using restorative justice as opposed to retributive justice has grown significantly in schools recently. The values that underpin restorative justice complement very well the underlying values of our school.
The choice to focus on circle time was based on a personal interest fostered by research and something that was achievable within the context of the project. In my current leadership position I am also responsible for reviewing, developing and implementing student wellbeing policies so I found myself in the ideal position to develop and deliver a worthwhile project.
Dalhousie offers restorative justice option for students
from the article on updatednews.ca:
Dalhousie University students who end up in trouble with the law now have a way to try to right the wrong without having to go to court.
The University, police and the province’s Justice Department have set up a restorative justice program just for students of the school. It’s the first program of its kind for university students in Canada.
Mr. Dad: Fight bullies with ‘restorative justice’
....The biggest surprise for me was that zero-tolerance policies (like the one at your son’s school and many others around the country) don’t work either. According to Goldman, studies indicate that rather than reducing bad behavior, being suspended or expelled increases the likelihood that a student will misbehave — and get suspended — again.
Restorative city push picks up pace
from the article by Anne-Marie Emerson in the Wanganui Chronicle:
"The restorative city idea grew out of the very successful Whanganui Restorative Justice service operated by the same trustees for the last 12 years. That service allows restoration to occur by bringing offender, victim and their families together to address what has happened in a way that meets everyone's needs, especially the victim."
Parent-to-parent guide: Restorative justice in Chicago Public Schools
from the booklet by the Parents of POWER-PAC:
For too many of our children, “school discipline” has meant getting suspended or expelled—starting as young as kindergarten—being arrested, even in grade school—and ending up on the streets or in jail— without an education.
We are Chicago Public School parents, from many different neighborhoods and backgrounds, raising kids of all ages. We work together in POWER-PAC, and built our “Elementary Justice Campaign: Stopping the School-to-Prison Pipeline” because we’ve felt at times that school discipline works against—not with—our children and families.
Restorative justice and its effects on (racially disparate) punitive school discipline
from the paper by David Simpson:
....Finally, I investigated whether the implementation of Restorative Justice significantly reduced racial disproportionality in school discipline vis-à-vis African American students. In particular, I analyzed whether the disparity in black suspension percentage as compared to white suspension percentage—measured by the difference between black suspension percentage and white suspension percentage)—was reduced by a greater amount in schools that implemented Restorative Justice than in those that did not.
I confined my analysis on this point to only those schools that had white as well as black enrollment of over 20 students. I did so because otherwise small fluctuations in total suspension numbers and/or enrollment numbers would have improperly skewed my results.
School's disciplinary message: We want you here
The head of security at Richmond High School is Darryl Robinson. But everyone there knows him as "Coach D." When he started 15 years ago, fights broke out nonstop. Students roamed the halls. And things didn't improve much over the years.
Robinson remembers standing in front of a classroom and asking how many students had ever seen someone get killed.
"Every hand in the room shot up," he said.
Five act lesson cycle: Humor in the classroom
The Bard’s plays usually end in one of two ways depending upon their particular genre of theater. In essence, disharmony is created in the audience through the characters and their actions. Through the course of the dramatic arc, resolution is achieved by the fifth and final act. Shakespeare’s two forms of resolution are based upon whether the nature of the play is tragic or comedic. For tragic works, the resolution is retributive justice. Wrongs have been avenged. Conversely, for comedic works, the resolution is restorative justice. The imbalance in the plot is corrected and the situation is set aright.
Study: Zero tolerance policies may have negative health implications for students
A new report based on research of three California school districts suggests that school children exposed to so called, “zero tolerance” policies may be taking a toll on their mental health and wellbeing.