Supporting

Restorative
Practices
Erika Aldridge, Ikram Aweys
& Dema Youhanna
 shorturl.at/qtAO4
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 Introduction
Michael had a heated argument with his parents before school,
so he’s running late.
What happens when Michael arrives at his “Zero Tolerance” high school?

Michael arrives at school

Michael is late to first period class

Michael gets into a minor altercation at lunch

Later that afternoon...

Source: Adapted from the SCHOTT Foundation for Public Education http://schottfoundation.org/sites/default/files/rp-carlos.jpg
Restorative Practices challenges us to rethink
what conflict, consequence, and harm is all about:

➢ How can we respond to breakdowns in ways that

address underlying causes, so that we not only
“make right” what went wrong – but also render
future breakdowns less likely?
➢ Instead of focusing on judgment, blame and
guilt. How can we join to make things right
among us by addressing needs of all?
Restorative Framework
“Human beings are
happier, more
cooperative and
productive, and more
likely to make positive
changes to their
behavior when those in
positions of authority do
things with them rather
than to them or for
them” (Wachtel, 2013).
Restorative Approach
Restorative practices
can be traced to
ancient Indigenous
cultures, recurring in
various forms in many
different cultures
around the World.
Video about RP in Schools

Play from 0:00 - 3:17

Restorative
Practices are
ALL about
RELATIONSHIPS!
Some Guiding
Principles
➢ RP focuses on repairing harm rather than punishment
➢ Emphasizes relationships
➢ It’s about MORE accountability – not less
➢ Build empathy and find positive solutions
➢ Provides opportunity to make things right
Whole School Outcomes
With Implementation Fidelity

REDUCED
● Misbehavior
● Violence & bullying
● Suspensions & expulsions
● Teacher & student absenteeism
INCREASED
● Instructional time
● Safety
IMPROVED RELATIONSHIPS & ATTITUDES AMONG
● Students, staff, administration & parents
 Traditional vs Restorative
Approach To Discipline

Traditional Approach Restorative Approach

● What rule was broken? ● Who was harmed?
● Who’s to blame? ● What harm resulted?
● What punishment does ● What needs to be done to
the offender deserve? make things right?

Source: Adapted from San Francisco Unified School District. (n.d.). Restorative practices whole-school
implementation guide (p. 19). San Francisco, CA: Author.
Why is this
a need?
 Suspension
rate increased
Valhalla High School
by 36% from
2018 to 2019

Suspension Rate Perceived Safety at School

From CHKS Survey

The school’s perceived safety for both

grade levels is much less than the county
 Suspension
rate increased
Helix High School
by 94.75% from
2018 to 2019
Perceived Safety at School
Suspension Rate From CHKS Survey

Although Perceived Safety at school at

Helix is higher than the county. 25% of
9th graders and 30% of 11th graders still
don't feel safe
 Suspension
rate DECREASED
Olympian High School
by 21.6% from Restorative Practices Pilot School
2018 to 2019 Perceived Safety at School
Suspension Rate From CHKS Survey

⅓ of our students don’t feel safe at school.

With the implementation of Restorative
Practices, we hope to see an increase in
the coming years.
 What does research say
about the effects of RP?
➢ McDougle Middle School in Chapel Hill, North Carolina saw “major
discipline referrals drop nearly 75 percent the year it started
Restorative Practices techniques” (Goad, 2017).

➢ “San Francisco public schools began widespread use of

restorative practices four years ago and has watched
suspensions shrink by 49 percent” (Rowe, 2015).

➢ “In Denver, academic achievement climbed steadily after the

district switched to a restorative approach in 2006” (Rowe, 2015).
 ASCA
The School Counselor and the Promotion of Safe Schools through
Conflict Resolution and Bullying/Harassment Prevention

“School counselors recognize the impact a safe, orderly and caring

environment has on student achievement and social/ emotional
development. To promote this type of environment, school counseling
programs promote the inclusion of anti-bullying/harassment and
violence-prevention programs, schoolwide positive behavior interventions
and support, along with comprehensive conflict-resolution programs to
foster a positive school climate.” (ASCA Position Statement, 2016)
Recommendations
& Tools We Use for
RP . . .
 Project A.W.A.R.E
Project A.W.A.R.E is an acronym for Attitude When Angry and
Resolving Emotional Issues Non-Violently. Project A.W.A.R.E. aims to
educate at-risk youths and prepare them to take responsibility for
their thoughts and actions. By becoming emotionally literate,
learning/developing basic social skills, and through self-examination,
our young students will not only better themselves and their school
environment, but also become productive members of society and
establish themselves as community leaders. Project A.W.A.R.E.
provides a healthy environment wherein students can safely process
their feelings and learn how to effectively incorporate
problem-solving skills that they've learned into their daily lives.
Project A.W.A.R.E. Program Services:
➢ Workshops with trained supervisors
➢ Guest speakers from the community
➢ Videos, pictures, and exercises
➢ Pre/Post surveys to measure skill growth
➢ Interactive-Role playing & skits
➢ Topic and gender specific workshops available
upon request
➢ California School District LCAP Considerations
 Project A.W.A.R.E
Project A.W.A.R.E.

Play from 2:40 - 5:00

Professional Development
● Restorative Practices Professional Development
○ San Diego County of Education - link
■ “The Student Attendance, Safety, and Well-Being unit offers professional development trainings on
restorative practices to schools, districts, and community agencies. Staff are trained in the
International Institute of Restorative Practices (IIRP) model and are able to provide a certificate of
attendance for those who complete the training.” (SDCOE)
● International Institute for restorative practices
○ Link
■ Introduction to Restorative Practices and Using Circles Effectively - Days 1 & 2
● “From day one, you will learn a range of strategies you can use every day. You will learn how to set high
expectations while being supportive. You will practice how to provide direct feedback and how to ask
questions that foster accountability. You will also learn the most effective methods to resolve common
conflicts.” (IIRP)
■ Facilitating Restorative Conferences - Days 3 & 4
● “You will learn all the steps required to conduct a restorative justice conference, from determining the
readiness of victims, offenders, their families and friends to participate, to running the formal meeting
itself.” (IIRP)
Peer Mediation Program
Peer Mediation: A form of conflict resolution in which
trained student mediators help their peers to resolve
disputes and problems.
- Research indicates that Peer Mediation Programs reduce
disciplinary problems and improve overall school climate (Turk,
2018; Wilburn & Bates, 1997)
- We recommend offering a Peer Mediation Course
- Course Description: Students learn interpersonal communication
skills necessary to be an effective peer mediator as well as an
effective human being. Students will learn how to assist in
mediations, conflict resolution, and facilitate restorative circles
Student Voice about Peer Mediation

Play from 0:0 - 1:58

Family Engagement
● Families can be included in supporting these initiatives
● Parent volunteers can run sessions and provide services
○ “Effective volunteer involvement requires recruitment,
training, development, and management. The schools must
also be aware of the various skill sets, interests, abilities, and
time constraints of volunteers” (Pavelka, S. 2013).
● Peace Centers in Chicago Schools
○ http://www.cofionline.org/victories/peace-centers-in-six-m
ore-chicago-schools/
Peace Centers in Chicago Schools

Play from 0:22 - 1:57

 Why Fund this Project?
➢ Improve Attendance
➢ Increase Motivation and Participation
➢ Increase Positive Self-Esteem/Healthy Groups
➢ Increase Cognitive and Critical Thinking Skills
➢ Increase Social & Emotional Literacy Skills
➢ Increase Problem-Solving and Conflict Resolution Skills
➢ Increase Self-Analysis, Awareness & Reflection
➢ Decrease Referrals, Suspensions and Expulsions

Resource: Goldys, P. H. (2016) & Project A.W.A.R.E

 Michael
Michael had a heated argument with his parents before school,
so he’s running late.
What happens when Michael arrives at his “Restorative Practices” high school?

Michael arrives at school

Michael is late to first period class

Michael gets into a minor altercation at lunch

Later that afternoon...

Source: Adapted from the SCHOTT Foundation for Public Education http://schottfoundation.org/sites/default/files/rp-carlos.jpg
 People respond in accordance to how
you relate to them. If you approach them
on the basis of violence, that’s how they
will react. But if you say, we want peace,
we want stability, we can then do a lot of
things that will contribute towards the
progress of our society.

Nelson Mandela
 References
➢ California State Dashboard. (2019). Valhalla high school. California Department of Education.
➢ CHKS. (2019). The California healthy kids survey for Valhalla high school.
➢ CHKS. (2019). The California healthy kids survey for Helix Charter High School school.
➢ CHKS. (2019). The California healthy kids survey for Olympian high school.
➢ DataQuest. (2019) Helix Charter High School. California Department of Education
➢ DataQuest. (2019) Olympian High School. California Department of Education.
➢ Goldys, P. H. (2016). Restorative practices: from candy and punishment to celebrations and
problem-solving circles. Journal of Character Education, 12(1), 75+. Retrieved from
https://link-gale-com.libproxy.sdsu.edu/apps/doc/A507825789/AONE?u=san96005&sid=AONE&
xid=f7d85974
➢ Goad, M. (2019, December 17). Chapel Hill-Carrbaro schools replacing suspensions with
‘restorative’ conversations. The Herald Sun. Retrieved from
https://www.heraldsun.com/news/local/education/article190535559.html
➢ Lohmeyer, B. A. (2016). Restorative Practices and Youth Work. Young, 25(4), 375–390. doi:
10.1177/1103308816640080
➢ Pavelka, S. (2013). Practices and Policies for Implementing Restorative Justice within Schools.
Prevention Researcher, 20(1), 15-17.
 References
➢ Rowe, C. (2015, January 24). In school discipline, intervention may work better than
punishment. The Seattle Times. Retrieved from
https://special.seattletimes.com/o/html/education/2025538481_edlabrestorativejusticexml.ht
ml
➢ San Francisco Unified School District. (n.d.). Restorative practices whole-school
implementation guide (p. 19). San Francisco, CA: Author.
➢ Turk, F. (2018). Evaluation of the effects of conflict resolution, peace education, and peer
mediation: A meta-analysis study. International Education Studies 11(1), 25-43. doi:
10.5539/ies.v11n1p25
➢ Wachtel, T. (2013). Defining Restorative. International Institute for Restorative Practices.
➢ Wilburn, K. O. & Bates, M. L. (1997). Conflict resolution in America’s schools: Defusing an
approaching crisis. Dispute Resolution Journal 52(1), 67-71.
➢ Willard, M. (2018, August). A fresh start with restorative practices: American School Counselor
Association (ASCA). Retrieved from
https://www.schoolcounselor.org/newsletters/august-2018/a-fresh-start-with-restorative-pra
ctices?st=NJ