Restorative classroom practice
from the manual from Belinda Hopkins:
This short booklet uses extracts from our various publications to give classroom teachers in particular an idea of what restorative approaches might mean applied in their day-to-day work.
Although people tend to think of restorative approaches applying only when things go wrong, in fact the pro-active elements are by far the most important. In this regard there is overlap with work your school may already be doing to develop active and more participatory teaching and learning styles, social and emotional skills, community cohesion, greater student voice and participation, and preventative policies to minimise the risk of bullying.
Restorative discipline program in San Antonio middle school reduces student suspensions
from the article on the University of Texas at Austin website:
A San Antonio middle school with some of the highest discipline rates in its district has experienced an 84 percent drop in off-campus suspensions during the past year since administrators began using “restorative discipline” as an alternative to “zero tolerance” to deal with conflicts among students.
Bronx schools reduce policing and suspensions with support from parents
from the article by Dinu Ahmed:
On Saturday, November 16th, members of the Bronx School Justice coalition held a public report back on a year's worth of work to reduce punitive disciplinary measures in Bronx public schools. Instead they are advocating for the use of restorative justice practices and positive disciplinary alternatives in schools. Nearly 120 community members joined parents, students, local elect eds and key officials in the New York City Department of Education (DOE) and New York Police Department's School Safety Division for the event.
Three Ways Capoeira Upped My Organizing Game
from the blog article by Jeremy Lahoud:
Every organizer knows that awful moment, that slow stomach-churning realization that your campaign is about to hit a dead end.
I had that moment recently in the work I was doing with a coalition of local youth organizations fighting for Restorative Justice in public schools. Unlike harsh and ineffective “zero tolerance” policies, Restorative Justice programs create a way for those who have committed harm to dialogue with those who have been harmed, to understand what happened, agree on a remedy, and build relationships that reduce the possibility of future harm. Deep in our bones we wanted Restorative Justice and an end to the disciplinary policies that push out large numbers of African American, Latino, Southeast Asian, and Pacific Islander students every year.
A missing piece in the fight against bullying
from the article by Kevin Golembiewski on Bridge 50:
Although it has received significant media coverage over the past few years and nearly every state has passed anti-bullying legislation, bullying remains a pervasive problem in schools across the nation. Nearly one-third of U.S. students aged 12 to 18 are bullied each year, and stories of bullying victims committing suicide are becoming more and more common.
Childs Hill School in Cricklewood handed restorative justice award
from the by Anna Slater:
A school has won an award for the unique way it deals with conflicts between children.
Childs Hill, in Dersingham Road, Cricklewood, is one of the first organisations in the country to be handed the Restorative Justice Council’s restorative quality service mark.
Transforming campus culture to prevent rape: The possibility and promise of restorative justice as a response to campus sexual violence
From the article by Alletta Brenner on The Harvard Journal of Law & Gender Blog:
Though feminists have long argued that rape is linked to sex discrimination, legal responses to rape tend to ignore the ways that social and cultural norms contribute to sexual violence. One exception, however, exists in the context of federal anti-discrimination law under Title IX, which applies to colleges and universities that receive federal funds. Under the legal framework established by Title IX, rape constitutes a form of severe sexual harassment, to which educational institutions are legally obligated to respond.An institution’s failure to do so is considered evidence of sex discrimination and may subject it to both federal penalties and civil liability. Recently, this obligation was further strengthened by the passage of legislation that codifies particular aspects of what campus grievance processes for rape survivors must include and requires schools to take affirmative steps to transform campus culture to prevent rape.
Video: How parents can use restorative questions
This short video originally posted on the Restorative Works Learning Network includes parents and young people discussing the use of restorative practices in the school setting and how the restorative questions allow children to stop and think about their actions. The video also talks about how these use of these questions in the home can transform the response to conflicts and activities in the home in a way that deescalates and allows children and youth develop their own thought processes.
NIH to fund first randomized controlled trials for restorative practices in 16 Maine schools
from the article on Restorative Works:
RAND Corporation, in conjunction with the National Institutes of Health, is embarking on a randomized controlled study to measure the effectiveness of restorative practices in influencing school environments and decreasing problem behaviors.
Review: The little book of restorative justice for colleges and universities
from the review by Duane Rohrbacher:
The purpose of The Little Book of Restorative Justice for Colleges and Universities is not to determine how to fit restorative justice (‘RJ’) practices into student conduct programming. The purpose of this book is to expose the reader to RJ practices, the theory behind RJ, and to offer examples of how institutions with different student populations have successfully implemented RJ programming into their student conduct scheme. The author offers three different types of RJ models: conferencing, circles, and boards. These are all explained in detail in separate chapters. The audience for this book is clearly student conduct administrators. A student conduct administrator, who is interested in exploring RJ principles, though, would only find the first six chapters useful.