Education

This article, reprinted and condensed from the Summer 2014 issue of the journal "Teaching Tolerance," addresses the application of restorative justice practices in school settings for students with behavioral issues. Details are given describing the features and merits of the practice, its origins from the U.S. federal Positive Behavioral Interventions and Supports initiative (PBIS), and providing anecdotes of its implementation at the Bronx Design and Construction Academy of New York City.

The article profiles several U.S. school districts that have employed restorative practices as a form of student discipline. The article notes the benefits of such an approach, including increased class time for students, as well as ways in which the practices can aid classroom management, student engagement, and accountability in students. Restorative practices is explored as an alternative to student suspensions, as is a student jury, or school court, system.

The article focuses on restorative discipline practices that should be considered by school and district leaders to create safer school environments. Topics include the need for leaders to change how they view conformity with set of rules or behavioral norms, the importance of imposing control within the school systems to produce safer environment, and how to lessen undesired behaviors in schools through the adoption of penalty- and punishment-oriented strategies.

Restorative justice (RJ) is an alternative approach to school discipline that has been gaining recognition in the public and academic spheres as a way to engage students who misbehave in school. RJ has promise to address racial/ethnic, gender, and disability disproportionality in school discipline. One aspect of school-based RJ that has received almost no attention in the literature is the professional development and ongoing support of teachers in schools using RJ. This article provides a review of extant literature on school-based RJ, teacher training, and consultation methods. Integrating the empirical literature on school consultation and teacher professional development, we argue that schools should implement a multitiered model of professional development to build teacher competency in RJ, specifically including the use of targeted teacher consultation. The proposed model is complementary to an RJ framework, systematic, and capable of evaluation; future research is needed to evaluate its effectiveness in practice. [ABSTRACT FROM AUTHOR]

The article discusses the relationship between trust and goals for student learning. Topics include classroom environments to build trust, the use of restorative justice and peacemaking practices in schools, and the use of circle discussions and class meetings to encourage student engagement. Teacher-student communication is addressed.

The article discusses school discipline in relation to the authors' book "These Kids Are Out of Control: Why We Must Reimagine Classroom Management for Equity." Topics include the notion of a cradle-to-prison pipeline (CTPP), the role of effective instruction in classroom management, and the significance of restorative justice in classroom management.

The article focuses on the use of the Alternative to Suspension (ATS) student discipline model. Topics covered include the disadvantages of at-home suspensions, the essential elements of Restorative Practice and the benefit of the ATS model in keeping students in school and providing administrators with a workable framework. Also mentioned is the goal of helping students recognize how their behavior impacts others.

The article offers information on the significance of restorative justice in giving students more internal control and improving their relationships with teachers in New Orleans, Louisiana. It mentions the New Orleans schools that have accepted restorative justice including Langston Hughes Academy, Andrew Wilson, and Sci Academy. It discusses problems faced by students and the role of mediation in dealing with students.

Restorative justice (RJ) in schools is an increasingly popular approach to responding to discipline issues including bullying and aggressive behaviors. However, RJ research in schools is dramatically lagging behind its practice. Specifically, there is a large void within the school consultation literature that examines the use of RJ and the role of the consulting school psychologist. To help address this gap, this article reviews contextual and definitional issues of RJ, introduces the special issue articles within the RJ literature, and provides recommendations for future research, training, and practice in RJ. Notably, this is the first special issue that brings together RJ scholarship and research in schools under a consultation framework. [ABSTRACT FROM AUTHOR]

School discipline involves the regulation, surveillance, and punishment of students through different mechanisms to control behavior. This entry discusses the research on the disproportionate number of students of color....

Many school boards in the United States have adopted zero tolerance policies in attempts to reduce, if not eliminate, the thorny problems that these policies address. Putting aside, for a moment, the wisdom of such a far-reaching approach and whether it should be reserved for major offenses, courts have increasingly taken a dim view of zero tolerance policies as a “one-size-fits-all” approach to a series of serious problems that do not place enough discretion in the hands of school officials.

In this Article, I will examine the alternative disciplinary policies that the Miami-Dade County Public School District (MDCPS) has adopted as a potential model for other school districts. After adopting alternatives to school discipline, Miami-Dade County reduced school-related arrests, expulsions, and suspensions. Schools can not only play their part in reducing discrimination, but schools can also play their part in reducing U.S. debt by eliminating zero-tolerance policies, which will shut off the School-to-Prison Pipeline. [ABSTRACT FROM AUTHOR]

According to the author, studies have suggested that zero tolerance policies can have many negative effects on student behaviors, and can increase the possibility that students will engage in disciplinary problems in future. The author says that restorative justice is an alternative to zero tolerance policies that focuses on building relationships, taking responsibility, and showing respect.

This resource supports the teaching of restorative practices and skills in your classroom. Restorative Practices are a framework for building community and for responding to challenging behavior through authentic dialogue, coming to understanding, and making things right.

New Toolkit & Infographic: What Are Restorative Practices?
An Educator's Guide to Fostering Positive School Climate and Culture

Aiming to decrease School Push-Out and create a more positive school culture, the Restorative Practices (RP) approach uses various communicative techniques focused on affective statements and proactive community building activities.

This guide is designed for a Restorative Practices Facilitator
to support their school to create an implementation plan to
introduce restorative practices to a school, school wide.

Feature from the National Education Association.

Feature from the National Education Association.