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
- It’s Time for California Schools to Stop Suspending More Students Than They Graduate
- Schools resolve conflicts by getting kids to talk things out (PBS NewsHour)
- Kids rap – conflict resolution and respect
- Restorative Practices and Texting While Driving
- The Transformation of West Philadelphia High School: a story of hope
- In a Responsive Classroom
- Restorative Justice at Mountain View Alternative HS
- TEDx Talk: Restorative Practices to Resolve Conflict and Build Relationships
- An Alternative to In-School Suspension
- The Forum: Conflict Resolution in a Circle
- Quality Education to Build Peace
- RJOY – Introducing Restorative Justice for Oakland Youth
- Restorative Justice: It’s Elementary
- Restoring Schools
- Teaching Humanitarian Law with Raid Cross
- Restorative Justice Arts Initiative
- Justice Committee: Using Restorative Practices to Resolve Conflicts
- Restorative Justice Takes on Oakland Schools
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.
|Media Toolkit for Restorative Justice Organisations||This 100+ page media toolkit presents 10 chapters of practical advice on doing a promotional campaign supporting restorative justice. It was prepared within the framework of the project Building social support for restorative justice, implemented by the European Forum for Restorative Justice (EFRJ) and the partner organisations, between April 2008 and April 2010, and co-financed by the European Commission. The Building social support for restorative justice project has tried to answer three main questions: 1) How can interaction and cooperation with the media be set up in order to inform and educate the public about restorative justice (RJ)? 2) How can cooperation be developed with civil society organi- sations in order to create broad support for RJ? 3) How can we increase the involvement of individual citizens in the functioning of local RJ programmes? The resulting media toolkit covers the following topics: Tool one - Strategic communication planning Tool two - Understanding the media Tool three - Building media relationships Tool four: Developing ethical guideline Tool five - Press release and media events Tool sixâ€“ Giving interviews Tool seven- Media public campaigns Tool eight- Exploring new media Tool nine- Communication for social change Tool ten- Taking design seriously|
|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.|
|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."|
|Completing the Circle Manual for Conferencing with Children Under 12||This guide was developed as part of the research project Completing the Circle, Breaking the Cycle: Conferencing for Children at Risk that ran from 2002-2004 as part of the Child and Youth Worker Program at George Brown College in Toronto. The guide provides tips and advice on working with younger children (age 12 and below) using restorative practices. More information on the project is available via Just Us at justusrestorativepractices.weebly.com/writings-and-articles.html|
|How We Can Fix School Discipline Toolkit||The 77-page 'How We Can Fix School Discipline Toolkit' contains step-by-step tools and real-life stories about implementing the alternatives to suspension and expulsion that are proven to keep students in school and learning, improve school climate and student behavior, allow teachers to teach more effectively, help administrators meet benchmarks, and keep communities from seeing many of their children ending up in the juvenile justice system. Alternative approaches featured include School-Wide Positive Behavioral Intervention and Support (SWPBIS), Restorative Justice or Restorative Practices, and Social Emotional Learning. The document is structured as follows: 1. Know the problem (pages 4-10) 2. Learn about alternatives from real-life examples (pages 11-48) 3. Advocate for Change (page 63) 4. Monitor progress (pages 68-70) 5. Get the word out (pages 64-67) 6. Contacts (pages 71-78) A companion website is available at http://www.fixschooldiscipline.org. A video archive of a webinar introducing the toolkit is available at http://youtu.be/6PrCh0MiRZc|
|Restorative justice in the classroom: Lesson 4 the justice circle part 2||5-page pdf lesson which provides "students with an understanding of the process of Justice Circles and teaching them how to use this strategy in conflict resolution. Students practice setting restorative consequences and assess whether the consequences they identify would be effective in both healing the victim and helping the offender learn a better way to behave."|
|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."|
|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."|
|A Generation Later: What We've Learned about Zero Tolerance in Schools||Zero tolerance discipline policies that mandate suspension or expulsion of students for misconduct have gained tremendous momentum over the past 25 years while also inviting deep controversy. With A Generation Later: What Weâ€™ve Learned about Zero Tolerance in Schools, Veraâ€™s Center on Youth Justice looks at existing research about whether zero tolerance discipline policies make schools more orderly or safe, if out-of-school suspension or expulsion leads to greater involvement in the juvenile justice and criminal justice systems, and what effect these policies can have on a young personâ€™s future. It concludes that, a generation after the rise of these policies and practices, neither schools nor young people have benefited. Fortunately, as described in the report, promising alternatives to zero tolerance can safely keep young people where they belong -- in school.|
|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."|
|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.|
|40 cases: Restorative justice and victim-offender mediation||86-page book in PDF format which, "provides a diverse range of first hand accounts from mediators and facilitators offering some means of communication between victims and offenders. Through the authentic voices of practitioners, the cases unfold to reveal how communication was facilitated and the outcomes that followed. This publication aims to provide practitioners, policy makers and interested professionals with: - Opportunities to compare practice - An examination of the appropriateness of offering access to Restorative Justice - An understanding of the subtleties of facilitated victim-offender communication - An opportunity to see beyond our own preconceptions of victims and offenders - Clarity and inspiration."|
|Restorative Justice: A Working Guide for Our Schools||The purpose of this publication, available as a 43-page pdf, is to provide support and guidance for teachers, health workers, community leaders, and school personnel who seek to implement Restorative Justice in their schools. The guide introduces Restorative Justice concepts, articulates what is new about the approach, explores benefits, outcomes and impacts and provides guidance on initiating Restorative Justice at the school or district level. Also included are listings of resources for additional information and support.|
|Restorative conferences resource kit||60-page pdf resource kit for presenting restorative conferences which "(involves the gathering of those who have a stake in a particular troublesome situation, to talk together to find ways of making amends) ... the purpose of these conferences is to discuss what the problem might be and to pool ideas about what might be most helpful from here, for all concerned, from this pool of ideas should emerge a plan for restoration of the situation... These Conferences offer a helpful step forward by involving a range of participants who both contribute to and are affected by the situation at hand, they promote a spirit of open and direct conversation and add a human touch to the process of addressing transgressions... this Resource Kit represents the culmination of 18 months of work by a group whose links are with restorative justice, Maori protocols, and counsellor training with narrative therapy at the University of Waikato." Includes bibliography|
|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.|
|The Dignity in Schools Campaign Model Code on Education and Dignity||The Dignity in Schools Campaign Model Code on Education and Dignity presents a set of recommended policies to schools, districts and legislators to help end school pushout and protect the human rights to education, dignity, participation and freedom from discrimination. The Code is the culmination of several years of research and dialogue with students, parents, educators, advocates and researchers who came together to envision a school system that supports all children and young people in reaching their full potential. Five chapters organize the 104 page document. They cover Education, Participation, Dignity, Freedom from Discrimination, and Monitoring and Accountability.In October 2013, DSC released a new revised version of the Model Code, which includes new sections on: social and emotional learning, prevention and response to bullying behavior, reducing tickets and summonses issued in school, reducing racial disparities in discipline through culturally responsive classroom management, creating safe schools for LGBTQ students and other topics. A community toolkit was also created to help groups make good use of the Model Code. It is available separately.|
|Restorative justice in the classroom: Lesson 3 the justice circle||13-page pdf lesson which "through role-play, students examine the Justice Circle as a way of developing a system of support for both the victim and offender. They learn roles of the participants in a Justice Circle and develop respect for the perspectives and feelings of everyone involved. This includes an overview of who should be involved and what participants might be experiencing/feeling-- setting the ground rules for using this strategy to resolve conflict."|
|Incorporating restorative approaches||82-page PDF topic guide which presents a, "session plan, guidance and resources for training day focusing on incorporating restorative approaches. Aims to develop an understanding of restorative approaches and their role in behaviour and attendance improvement. The aim is also [to] develop an understanding of the leadership issues in incorporating restorative approaches and explore how restorative approaches might be developed in [one's] own setting." Also available is a related set of 12 slides in ppt format for use in training event.|
|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.|
|Facilitation Guide for Restorative Justice Community Accountability Panel Members||This manual is designed to assist a Trainer in conducting sessions for the purpose of teaching facilitation skills to members of Restorative Justice Community Accountability Panels, or other models of Restorative Justice. It was prepared by using taped transcripts of Training Sessions held for Chilliwack Restorative Justice and Youth Diversion Association, presented by Wendy Burton, professor at the University College of the Fraser Valley. Content has been edited. The information contained in this manual covers the basics of communication and facilitation skills. The manual contains three parts: a participant guide, a trainer's guide, and a collection of handouts and exercises.|