Children play a crucial role in creating social change and a better future for all. The “Family Engagement in Peace Education Workbook,” developed by Katie Santarelli of the DC Peace Team <dcpeaceteam.com/our-work/peace-education/>, encourages children to investigate the role that conflict plays in themselves, their community, and the world. The 32-page PDF has sections for elementary, middle school and high school youth, each providing 5 suggested activities. Throughout this exploration, activities are designed to pique a child’s curiosity in peaceful living and the role that nonviolent peacemaking can play in transforming conflict.
A 30-page guide filled with suggested activities designed to be used during Conflict Management Week (May 1-7, 2000) in Ohio Middle Schools. In the middle school classroom, making use of themes of conflict can invigorate subject areas across the curriculum. This activity booklet/guide offers ideas for improving the overall climate of the school and for learning how to resolve conflicts in the classroom. The guide first presents ideas for drawing attention to issues of conflict and peace. It then provides activities for helping students become aware of underlying causes of conflict. The guide cites the six steps to conflict resolution and states that, in addition to learning steps of a conflict management process, teachers may also work with students to enhance communication skills used in conflict management. According to the guide, these skills include understanding blocks to communication, using “I” statements, and improving listening skills–resources to teach these skills are included in the guide. The guide is divided into four broad sections: School-Wide Activities; Learning about Conflict; Communication Activities; and Conflict Management across the Curriculum.
A 30-page guide filled with suggested activities designed to be used during Conflict Management Week (May 1-7, 2000) in Ohio Elementary Schools. This activity booklet/guide first offers ideas for how schools can engage in school-wide activities. The guide then describes a process for improving the overall climate of the school through the use of the classroom meetings. Six steps to conflict resolution are offered in the guide, as well as activities for helping students become aware of underlying causes of conflict. According to the guide, in addition to learning steps of a conflict management process, teachers may also work with students to enhance the communication skills used in conflict management; these include understanding blocks to communication, being aware of nonverbal communication, using “I” statements, and using active listening skills. The guide is divided into four broad sections: School-Wide Activities; Learning about Conflict; Communication Activities; and Conflict Management across the Curriculum.
A prevention curriculum teaching young children positive social skills, “Let’s Be Friends” presents useful tools that enable students to co-create a positive social environment that fosters kindness, compassion and responsibility. The 45-page pdf provides 8 lessons targeted toward early elementary students.
Lesson One: Positive Attributes
Lesson Two: Internal & External Strengths
Lesson Three: What is a Friend?
Lesson Four: Qualities of Friends
Lesson Five: Understanding Conflict
Lesson Six: Building Empathy
Lesson Seven: Ways to be a Friend
Lesson Eight: Reflecting on Friendships
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
This “Parent-to-Parent Guide to Restorative Justice in the Chicago Public Schools” provides background on POWER-PAC Elementary Justice Campaign and their work to end “zero-tolerance” policies and bring restorative justice to the schools. It also gives suggestions for parents wanting to bring restorative practices to their schools.
This 62-page peer mediation handbook for grades 4-8 provides the materials and resources for designing, building, implementing and sustaining a peer mediation program. It was developed as a collaborative project of the Peace Studies Program, University of Maine, and Maine Law & Civics Education, University of Southern Maine, with support from the Division of Family Health, Maine CDC, Department of Health and Human Services.
A 52-page handbook focusing on giving elementary students the tools to reduce bullying behavior through the blending of school-wide positive behavior support, explicit instruction, and a redefinition of the bullying construct.
These two posters, designed for primary age students in the U.K., support children when trying to recognise their own feelings and the feelings of others.
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.
These two posters, designed for primary age students in the U.K., support children in using a structured problem solving process, both individually and when in conflict with another student.
This newsletter article from the Responsive Classroom provides an example of a teacher assisting two second grade students as they work to resolve a conflict in the moment. Five basic skills are focused on to help build children’s capacity for conflict resolution. These include:
– Cooling off when upset
– Speaking directly to each other
– Speaking assertively, honestly, and kindly
– Listening carefully to others and accurately paraphrasing their words
– Proposing solutions and agreeing on a solution to try
The author explains the importance of using the teachable moment: “Beginning with the first days of the school year, students have predictable conflicts about sharing materials, choosing work partners, or deciding whom to play with. These are times when you can teach the basic skills by guiding the children in navigating a difficult interpersonal moment. You’ll send a strong message about how disagreements will be handled in your class. You’ll also give children opportunities to experience themselves as problem-solvers in situations that really matter to them.”
Playworks is a non-profit organization whose mission is to improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play. The Playbook, a 390-page pdf, provides full descriptions of games and activities appropriate for K-5 school children. They are organized in the following categories: Ice Breakers; Readiness Games; Tag Games; Cooperative Games; Core Playground Games and Sports; Core Games Modifications; and Health and Fitness – FitKid Program.
Also included is structured curriculum in Violence Prevention and Peace Promotion. The Violence Prevention materials focus on providing students with a set of foundation skills for preventing violence using a framework called the Five Fingers of Safety. The Peace Promotion materials focus on proactive measures to encourage and foster a healthy community, and can be used with a variety of student groups.
This combined 2-part article (published in 2 separate issues of Montessori Leadership), provides an overview of how Cathleen Haskins implemented a peace education curriculum in a Montessori classroom. It provides information on Montessori’s call for peace education, and specific details on the curriculum autonomously created (activities and exercises) and used with students aged 6-9 years, in both a public Montessori and private.
Vol 15, Issue 1 of School-Age Connections provides 4-page pdf reviewing research and concepts for understanding children’s peer conflicts. Includes 8-step model for assisting children in resolving their conflicts.