Restorative Practices can begin to create racial equity by building authentic relationships and through listening to the experiences and stories of those harmed by systemic racism.  At this critical time, it is especially important to make space for the stories of our black, brown and indigenous brothers and sisters.

Adjusting to this demanding situation has been difficult.  How to continue to educate the nation’s children is a specific challenge.  For many teachers this has been a crash course on distance learning; for many parents this has been a window into the daily work of teachers; and for many students it has been an experience of loss—of friends, of resources, of daily rituals.  We asked educators we work with to share both the challenges and the successes they are experiencing in this “anything but normal” time. Much of what they shared may be quite familiar and offers some comfort that we are all in this together.  Some of what they shared may give you new ideas and inspiration. 

Research has revealed that suspension for non-violent offenses, particularly repeated suspension, has a limited effect on improving behavior and adversely affects achievement.  In addressing these findings, school leaders in Massachusetts and across the U.S. found that improving school climate through positive behavioral interventions, including restorative practices, resulted in much better outcomes for students.

What do school restorative practices (RP) and public health have in common? The goal of both is to improve the health and well being of the population and both come from ancient cultures. RP principles come from Restorative Justice which has roots in first nations and indigenous peoples from around the world. Ideas about public health date back to ancient Greek society.

Schools with high expectations for student behavior, paired with strong support and guidance, provide the environment in which students can grow, take risks, and build meaningful relationships. Restorative Practices offer a powerful, research-informed framework to support SEL and create school cultures where every student and staff member can succeed.

How do we respond to injustice and wrongdoing--as individuals, as a group, as a community or society?  For many, the response is that there are punishments for breaking rules. That has become our norm in the courts, in schools, and often in families.  For several decades now, there has been an increasing awareness of other approaches to wrongdoing based on the ideas of Indigenous Peoples around the globe.