Challenges of Restorative Practices in Schools

Chapter 6 considers the challenges for school community members in a restorative school environment. Student challenges include confronting peers, learning to find a balance between completing individual work and resolving issues that affect the community, and learning to take on leadership roles within restorative circles. Teacher challenges involve learning to share responsibility and control within a classroom, implementing restorative practices and balancing the need to confront issues while still covering the required academic content, and helping students overcome some of the challenges they face. Counselor challenges focus on learning to confront difficult situations and students, learning how to become vulnerable, and assisting others in the implementation of restorative practices. Administrative challenges include dealing with situations in which teachers sometimes blame themselves, learning how to model restorative behaviors, and finding staff members that believe in the philosophy and practice of being and doing things restoratively within a school environment.

Student Development

Chapter 4 shifts the focus to student development in terms of social, behavioral, and emotional development through the use of restorative practices. A discussion of leadership skills in students is presented, along with an overview of Aggression Replacement Training, which assists students in developing conflict resolution strategies. An examination of student perceptions related to learning from mistakes and being provided an opportunity for a second chance is presented. The chapter concludes with a discussion of meeting students where they are academically to further promote their continued academic progress and success.

Emerging Research and Opportunities

Chapter 8 discusses emerging research and opportunities for restorative practices that extend beyond schools, as the broader sociocultural contexts of restorative principles are considered. An examination of restorative practices in the workplace within athletic organizations and in higher education are described, as each of these settings provide an opportunity for restorative practices to be implemented successfully, either as a partial or whole organizational approach.

Future Implications for Restorative Practices in Schools

Chapter 7 examines the changing of a school climate through the implementation of restorative practices. Enacting change requires time, support, effort, dedication, and consistency among school community members. Schools must consider the needs of their unique population, as there is no “one size fits all.” Having support across all levels, from the district level to the staff level to the community level, is essential to sustainability. Embarking on a new or different path may be met with skepticism from a school community; therefore, it is imperative that frequent training sessions and discussions occur. School community members and stakeholders should be continuously updated on the implementation and progress of incorporating restorative practices within a school. In conjunction with providing a meaningful investment in the social and emotional development of its students, embracing a restorative approach can change a school climate for the better.

Building Relationships at School

Chapter 3 discusses the building of relationships between school community members. Additionally, students taking ownership of their actions and being responsible through the use of restorative practices is examined. As part of forging connections at school through the use of restorative practices, the importance of embracing a school community is presented, along with a discussion of family values taking shape at school through a supportive, caring, nurturing learning environment.

Introduction to Restorative Justice

Chapter 1 provides an overview of a restorative justice framework based on harms, needs, obligations, and engagement. Restorative practices within schools are described and include an examination of how schools can shift their disciplinary policies from punitive measures to restorative practices. The chapter concludes with a discussion on how restorative practices can do more than reduce suspensions and expulsions and examines how schools can change their climate, improve relationships at school, and assist in changing perceptions of school for students who have experienced marginalization while at school.

Doing With, Not To or For

Chapter 2 examines restorative practices within schools, in conjunction with the underlying foundations of the Social Discipline Window, emphasizing doing things with people, rather than to people. Doing things with people, not to people, combined with the premise of holding people to the highest level of accountability while simultaneously providing high levels of support will be emphasized in this chapter. Additionally, restorative circles, restorative questions, using affective statements, and the use of problem-solving groups to promote a restorative dialogue will be explored.

Staff Development

Chapter 5 explores building classroom management techniques through the use of restorative practices, including how students, teachers, and staff members share the responsibility of managing issues and behavioral concerns within a classroom. The topic of finding a balance between focusing on academic content and integrating restorative practices into a classroom are also discussed. Finding a balance can sometimes mean that teachers and students must learn to be flexible within the classroom as the day's activities may need to shift in order to address an issue within the school. As the school community members learn to share the responsibility of managing the classroom, a change in roles can occur in which the teacher acts as a counselor, a counselor acts as a teacher, and a student acts as a teacher.