Created as part of the Divided Community Project’s Virtual Toolkit, these short hypothetical fact patterns propose several divisive incidents on college and university campuses to be used in training and discussion. The examples discuss a range of important issues. For example, how should university administrators respond to student protests against racial injustice? What role, if any, should campus police play when there is student unrest? What policies should schools consider to ensure student safety/well-being and to protect free speech on campus? These are only some of the questions that are worth discussing. The Divided Community Project encourages campus leaders to carefully think through each example, talk through the steps that one would take, consider relevant questions, and develop actionable plans.
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.
These Recommended Guidelines for Effective Conflict Resolution Education Programs, released in 2002, are the product of work begun by a committee of the Conflict Resolution Education Network (CREnet) and completed by the Association for Conflict Resolution (ACR). The Guidelines outline how elementary and secondary school teachers, administrators, conflict resolution education practitioners, and policy makers can measure progress toward effective conflict resolution education programs. By addressing core goals, components, content and qualities of effective school-based conflict resolution education programs, these Guidelines are intended to also help leaders to make decisions about the resources and strategies needed to support such educational programs in their schools.
Restorative approaches provide schools with a range of practices which promote mutually respectful relationships and manage behaviour and conflict, address bullying and absences and build community cohesion. Restorative approaches are not new, but offer a framework upon which to build on existing good practice. There is a wealth of evidence that shows how the use of restorative approaches alongside Social and Emotional Aspects of Learning (SEAL), helps to develop more resilient and self regulating learners, thus creating positive learning environments.
This 25-page guide describes the underpinning philosophy of restorative approaches and their links to current developments in education, gives advice on implementation and through case studies, shows the impact on individuals, classes and whole school policy and practice. It sets out how restorative approaches can create a positive ethos, change perspectives of pupils, staff and parents and offer viable and successful alternatives to traditional conflict resolution approaches. The purpose is to connect and re-engage everyone on the learning journey.
A 5-page article on peer mediation written for principals. It appeared in the magazine Principal Leadership as part of a monthly column entitled “Counseling 101” that is written by members of the National Association of School Psychologists. Includes a case study exploring the need for improved referral system for a peer mediation program.
Pdf document which introduces the idea of assessing and tracking bullying behavior at school for administrators.
Pdf document with advice to school administrators on addressing bullying at school.