A growing number of school communities across the United States have begun to explore the use of restorative justice processes as a means of addressing the limitations of these punitive discipline measures. In states like California, Colorado, Maryland, Michigan and Minnesota, educators are implementing a variety of restorative discipline alternatives to traditional measures such as detention, suspension, expulsion, and police charges. In Canada, Ontario educators have created a Restorative Practice Consortium that collects and shares educational resources for restorative work.
Many school districts have found restorative justice to be a more effective means of addressing school and victim safety, and transforming discipline into a learning opportunity. In schools using restorative justice practices, an offending student is given the opportunity to participate in a restorative discipline process as a means of repairing the harm done to those affected by the wrongdoing. These processes are voluntary for the parties and may be offered in lieu of punitive discipline measures, as a re-entry process following traditional discipline, or in combination with reduced sanctions.
Rather than focusing exclusively on the punishment of offenders and their removal from society, the chief concern of restorative justice is to identify and repair the harm done by crime and wrongdoing to the greatest extent possible. This is achieved by holding offenders directly accountable to those they have harmed, through giving victims a direct voice in the process of repair, restoring the safety and trust within communities, and providing more meaningful outcomes for everyone affected.
Howard Zehr, an early pioneer of this movement, coined three “restorative questions” that have guided these restorative practices around the world. The questions are contrasted below with the “retributive questions” that have characterized the dominant response to crime in Western culture:
1. What is the harm that was done?
2. How can that harm be repaired?
3. Who is responsible for this repair?
1. What is the law that was broken?
2. Who broke that law?
3. How should they be punished?
Many of the different methods of restorative justice described above, such as victim-offender mediation, community group conferencing, and peacemaking circles, have been found to be useful in school settings. The San Francisco Unified School District’s Restorative Practices Project and University of Maryland CDRUM program offer lots of helpful resources for educators interested in developing a program. A video from the Teacher’s Democracy Project of Baltimore looks at strategies from schools across the country for bringing Restorative Practices to schools. The website Fix School Discipline provides a useful toolkit for educators interested in implementing RJ in their schools.
Videos of Possible Interest
- Restorative Justice Arts Initiative
- The Forum: Conflict Resolution in a Circle
- Schools resolve conflicts by getting kids to talk things out (PBS NewsHour)
- TEDx Talk: Restorative Practices to Resolve Conflict and Build Relationships
- Justice Committee: Using Restorative Practices to Resolve Conflicts
- Restoring Schools
- Restorative Justice: It’s Elementary
- The Transformation of West Philadelphia High School: a story of hope
- Restorative Practices and Texting While Driving
- Quality Education to Build Peace
- It’s Time for California Schools to Stop Suspending More Students Than They Graduate
- Kids rap – conflict resolution and respect
- RJOY – Introducing Restorative Justice for Oakland Youth
- Restorative Justice at Mountain View Alternative HS
- Teaching Humanitarian Law with Raid Cross
- Restorative Justice Takes on Oakland Schools
- In a Responsive Classroom
- An Alternative to In-School Suspension
See MORE VIDEOS...
Sample Catalog Resources
Below you'll find a randomized listing of up to 20 related items (we may have more...) drawn from our Resource Catalog.
|Parent-To-Parent Guide on Restorative Justice||This "Parent-to-Parent Guide to Restorative Justice in the Chicago Public Schools" provides background on POWER-PACâ€™s Elementary Justice Campaign and their work to end â€œzero-toleranceâ€ policies and bring restorative justice to the schools. It also gives suggestions for parents wanting to bring restorative practices to their schools.|
|Kids Working It Out Resource Appendix||A listing of books, publications and websites provided in the appendix to Tricia S. Jones and Randy O. Compton (Eds.) 2003 book Kids Working It Out: Stories and Strategies for Making Peace in Our Schools.|
|Making things right: Restorative justice comes to campuses||Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 1, (Jan/Feb 2000), discussing the use of restorative justice principles for "creative options to traditional justice systems, options which are flexible enough to allow positive productive responses to a variety of offenses or violations and which also meet the unique needs of the University community."|
|Circle Time Poster||This poster, designed for use with primary age students in the U.K., is an aid to those who use circle time and provides useful reminders for children to ensure the sessions are positive and productive.|
|Restorative justice in the school setting: A whole school approach||12-page PDF paper promoting the teaching of restorative justice in schools. "Restorative justice is a philosophy and a set of practices that embraces the right blend between a high degree of discipline that encompasses clear expectations, limits and consequences and a high degree of support and nurturance."|
|Statement of restorative justice principles: As applied in a school setting: 2nd edition||24-page PDF document of "Principles [which] form the basis for restorative practices in all settings, using all models, where the primary aims are to repair harm and promote dialogue ... Restorative practices are underpinned by a set of values, these include: Empowerment, honesty, respect, engagement, voluntarism, healing, restoration, personal accountability, inclusiveness, collaboration, and problem-solving."|
|Restorative Practices: Fostering Healthy Relationships and Promoting Positive Discipline in Schools||As educators partner with districts to move away from zero tolerance discipline policies and ramp up e orts to strengthen safe and supportive schools, address con ict, improve school climate, and build a positive school culture that students are connected to, many campuses are looking to implement alternative, restorative approaches. This toolkit was developed to illustrate how restorative strategies can be seamlessly integrated into the classroom, curriculum, and culture of schools. It de nes what restorative practices are, explains why they are a transformational tool for fostering healthy relationships in schools and shows how they can be useful processes for students, educators, and learning communities. This toolkit is intended for all educators who support the growth and health of students in schools. It is an introduction for those new to the concepts and will help support and enhance the work of teachers already implementing these practices in their classrooms. e toolkit includes digestible models, frameworks, and action steps for school-wide implementation, accompanied by guiding questions to support re ection for practitioners looking to make restorative methods part of the fabric of daily life in schools. It also recognizes the signi cant role all education professionals play in maintaining a school community that models respectful, trusting, and caring relationships.|
|The Role of Restorative Justice in Teen Courts: A Preliminary Look||In March 2000, the American Probation and Parole Association convened a focus group to examine and discuss the role of restorative justice in teen court programs (also called youth and peer courts). The panel consisted of persons working actively in teen courts and persons working actively in more traditional restorative justice-based programs. This paper provides a brief overview of restorative justice principles and addresses several key issues the focus group members identified that serve as a promising foundation from which teen courts can begin to move toward integrating more restorative justice-based practices within their programs. Key issues discussed include how youth courts can rethink the role of victims and the community within their programs, how youth courts can alter the way that their proceedings and practices are structured, and how youth courts can rethink and redefine sentencing options so that they are based on the restorative justice philosophy.|
|Best practices in bullying prevention and intervention||Pdf document outlining best practices for bullying prevention and intervention.|
|Facilitating Restorative Group Conferences||Facilitating Restorative Group Conferences is a curriculum (6-sessions in length) designed for training volunteer and employed facilitators who will conduct restorative group conferences. It is provided as a set of files for participants and a set of files, including powerpoints, for trainers. A restorative group conference, as used here, refers to a process that seeks to identify, repair and prevent harm, based in restorative justice values including meaningful accountability. A restorative group conference is led by a trained facilitator and involves face-to-face contact among one or more victims or their representative, the offenders, supporters for both, and other people who are affected. Participation of the victim is completely voluntary, and participation of the offender is based upon their willingness and readiness. Development of this curriculum is a project of the Minnesota Department of Corrections, made possible through financial support from the National Institute of Corrections Technical Assistance program.|
|What have I done: Victim empathy pack responsibility exercises||13-page Word document presenting a "new victim empathy resource designed to keep victim awareness high in Restorative Justice practitioner's priorities." Contains a number of exercises about taking responsibility for one's actions and exploring feelings.|
|Addressing off-campus student conduct with restorative justice||Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which introduces a program where "over 200 students ... participated in restorative justice, meeting face-to-face with community members, fellow students, and campus staff to resolve their cases at the neighborhood level, the results of their conference agreements include hundreds of hours of service in the neighborhoods affected (picking up litter, tutoring at a gradeschool, volunteering at the local library, serving meals to the homeless, etc.), plus written apologies, verbal apologies to neighborhood boards, outreach and education efforts on campus, and in some cases, self-help such as chemical dependency counseling."|
|Program theory for restorative practices in schools||Handout which charts how restorative practices function in schools.|
|Teach kids a lesson ... or help them to learn?||11-page PDF paper which promotes the idea of restorative justice practices in education as opposed to punitive ones. "Restorative justice philosophy views misbehavior in terms of how it has impacted upon relationships in the school community. Once the harm is acknowledged in a concrete way the process moves beyond harm to ask how can this harm be repaired? If schools are places of learning, where young people are encouraged to be independent and creative thinkers, are able to share their ideas and opinions, learn to accept the view of others, to be responsible and accountable for their learning, it stands to reason that the "punitive school" is being counter productive in achieving these desired outcomes."|
|Restorative justice in the classroom: Lesson 2 class meetings||8-page pdf lesson which "through role-play and discussion, this lesson will help students understand the motives behind offending and re-offending and to develop problem-solving consequences that will help offenders learn a better way to behave. By developing restorative consequences, the classroom community can help the offender repair the harm he/she has caused and discourage the offender from re-offending. Students practice consensus building and explore the consequence-setting aspect of justice circles."|
|Educational discipline using the principles of restorative justice||15-page pdf article which "shows how restorative justice techniques can be used with students in correctional and alternative education settings. The simple principles of restorative justice are outlined and their suitability for offenders is illustrated through actual prison incidents that have been dealt with using these principles. A protocol is suggested for teachers and administrators who might consider adopting this approach."|
|Implementing restorative justice: A guide for schools||This 24-page pdf is designed to introduce the concepts of restorative justice and restorative discipline to school personnel. "The guide advises on the use of the restorative justice philosophy to achieve student accountability, competency development, as well as community safety. The guide is specifically designed to provide Illinois school personnel and families with practical strategies to use restorative justice in their daily activities."|
|Restorative Interventions Implementation Tool Kit||Implementation tools and resources for school staff and other adults trained to facilitate conferences and circles to repair harm in educational settings. The tools and resources are designed to assess readiness, implementation and outcomes, as well provide guidance for implementing any school-based restorative model.|
|Using encouragement||Document which discusses discouraging verbal messages, encouragement and how to teach problem solving skills adapted from Robert J. Mackenzie's book, "Setting limits in the classroom: How to move beyond the classroom dance of discipline."|
|Promoting SEAL through circle time||7-page PDF document promoting Social and Emotional Aspects of Learning through circle time for secondary students. "Circle time sessions provide a potential vehicle for the classroom delivery of the SEAL curriculum. Circle time is a time set aside each week when a whole class of young people and their teacher sit in a circle and explicitly engage in a structured programme of games, experiential activities, discussion and relaxation strategies ... It aims to provide an emotionally safe forum for participants to engage with a range of key issues, including peer relationships, conflict resolution, shared goal setting, justice, friendship, democratic principles, respect for individual differences and freedom of choice."|