Restorative Practices:

Fostering Healthy Relationships &

Promoting Positive Discipline
in Schools
A Guide for Educators

MARCH 2014
 Acknowledgements
We are grateful to the thousands of youth, parents and educators who have led the movement away from zero-tolerance
discipline policies in schools. Their resilience and commitment to justice continues to drive progress in ending the out-
of-school suspension crisis.

Generous support of this joint project has been made possible by Atlantic
Philanthropies. Special thanks to Kavitha Mediratta, programme executive for the
foundation who has led Atlantics transformative work to ensure safe and supportive
schools for all children.

Restorative Practices Working Group

Cheryl Anderson Dr. Khalid Mumin
Paraprofessional, Baltimore City Public Schools, Superintendent, Caroline County, Maryland
Maryland
Dwanna Nicole
Makeba Sumner Barnes Policy Advocate, Advancement Project
AFT Grant Consultant, Maryland
Dionna Ricks
Catherine Beane Elementary Instructional Facilitator, Department of
Sr. Policy Analyst, Human & Civil Rights Department, Special Education and Student Services, Howard County,
National Education Association Maryland

Dr. Joseph Bishop Jocelyn Rousey

Policy Director, National Opportunity to Learn Communications Coordinator,
Campaign National Opportunity to Learn Campaign

Elizabeth Davis Robert Spicer

President, Washington Teachers Union, Washington, DC Culture and Climate Specialist, Chicago Public Schools,
Illinois
Peter Fishkind
AFT Grant Intern, Washington, DC Patrick St. John
Creative & Online Communications Director, National
Georgene Fountain Opportunity to Learn Campaign
Elementary Music Teacher, Montgomery County,
Maryland Dr. Lisa Thomas
Senior Policy Analyst, American Federation of Teachers,
Kevin Gilbert Washington, DC
Executive Committee, National Education Association,
Mississippi Geralda Thompson
Teacher, Baltimore City Public Schools, Maryland
Matthew Guldin
Former Dean of Students, Teachers Unite and the Stanley Truman
Dignity in Schools Campaign, New York Pupil Personnel Worker & Maryland State Discipline
Committee, Montgomery County, Maryland
Leah Kang
Staff Attorney, Advancement Project

Harry Lawson
Associate Director, Human & Civil Rights Department,
National Education Association
Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

I. Background
Humans are born to learn, but we dont learn in isolation. We learn based on positive
relationships and interactions with peers and in environments like schools that foster
opportunities for students and staff to learn and grow together.1 Educators recognize
this reality and keep the social and emotional health of their students a deliberate and
central focus of learning. As educators partner with districts to move away from zero
tolerance discipline policies and ramp up efforts to strengthen safe and supportive
schools, address conflict, improve school climate, and build a positive school culture
that students are connected to, many campuses are looking to implement alternative,
restorative approaches.

There remains confusion in the education field over what restorative practices are and
how they can help create safe learning environments through community building and
redressing damage.2 This toolkit was developed to illustrate how restorative strategies
can be seamlessly integrated into the classroom, curriculum, and culture of schools. It
defines 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. The toolkit includes digestible models, frameworks, and action
steps for school-wide implementation, accompanied by guiding questions to support
reflection for practitioners looking to make restorative methods part of the fabric of
daily life in schools. It also recognizes the significant role all education professionals
play in maintaining a school community that models respectful, trusting, and caring
relationships.

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 Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

II. What Are Restorative Practices?

Address and Build healthy

discuss the needs relationships
of the school between educators
community and students

Restorative
Resolve conflict,
Practices Reduce, prevent,
hold individuals and improve
and groups harmful behavior
accountable

Repair harm and

restore positive
relationships

Restorative practices are processes that proactively build

While conflicts of which Ive been part often began
healthy relationships and a sense of community to prevent
with raised voices and closed ears, through restorative
and address conflict and wrongdoing.3 Restorative
approaches they have ended in smiles, handshakes,
practices are increasingly being applied in individual
and hugs. This seems ultimately more healthful for
schools and school districts to address youth behavior,
interpersonal relationships and overall school culture
rule violations, and to improve school climate and
than traditional, reactionary disciplinary measures.
culture.4 Restorative practices can improve relationships
Allison, High School Math Teacher
between students, between students and educators, and
even between educators, whose behavior often serves as a
role model for students. They allow each member of the how the behavior affected others, acknowledging that the
school community to develop and implement a schools behavior was harmful to others, taking action to repair
adopted core values. the harm, and making changes necessary to avoid such
behavior in the future.
Restorative practices allow individuals who may have
committed harm to take full responsibility for their Restorative practices also represent a mindset that can
behavior by addressing the individual(s) affected by the help guide adult and youth behavior and relationship
behavior. Taking responsibility requires understanding management in schools, not another program. They are

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 Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

not intended to replace current initiatives and evidence-

based programs like Positive Behavior Interventions and Instead of learning from our behavior, schools just force
Supports (PBIS) or social and emotional learning models us out without real conversations and interventions.
that assist in building a foundation and culture of caring. Suspensions dont work, summonses dont work,
Programs and initiatives like PBIS complement restorative arrests dont work. Keep us in the classroom, keep us
practices.5 Restorative practices work when they are accountable, and build relationships. That works.
implemented school wide and integrated into the fabric of Savannah, age 15
the school community. When the whole school is infused
with restorative strategies, it becomes easier to address or reactively, to respond to wrongdoing, conflicts, and
issues faster and respond in a thoughtful way because the problems. Circles can be used as a tool to teach social
caring and supportive culture is already present.6 skills such as listening, respect, and problem solving.
Circles provide people an opportunity to speak and listen
Types of Restorative Practices to one another in a safe atmosphere and allow educators
and students to be heard and offer their own perspectives.9
Restorative Justice Circles can also be used to celebrate students, begin and
Restorative justice is an evidence-based practice effectively end the day, and discuss difficult issues.10
used to reduce suspensions, expulsions, and disciplinary
referrals. Restorative justice focuses on righting a wrong Preventative and post-conflict resolution
committed and repairing harm done. The goal is to place programs
value on relationships and focus on repairing relationships Conflict resolution programs provide students with
that have been injured. The victim and the wrongdoer problem-solving and self-control skills.11 These programs
have the opportunity to share with one another how they teach young people how to manage potential conflict,
were harmed, as victims, or how they will work to resolve defuse situations, assuage hurt feelings, and reduce any
the harm caused, as wrongdoers. inclination to retaliate after a conflict. Conflict resolution
programs walk students through their emotions in the
Community conferencing presence of one another and guide them through a team
Community conferencing is a practice that provides process of addressing the issues that gave rise to the
students and educators with effective ways to prevent and conflict in the first instance. Because conflict resolution
respond to school conflict.7 Community conferencing addresses and works to resolve the root causes of conflict,
involves the participation of each person affected by the it helps prevent future incidents from occurring.
behavior and allows all stakeholders to contribute to the
conflict resolution process. Peer mediation
One method of resolving conflict with student voice is
Community service through peer mediation. Peer mediation is a demonstrably
Community service allows for individuals to restore a effective youth leadership model that trains students to
harm they may have committed to the school community help other students resolve differences.12 Peer mediation
by providing a meaningful service that contributes to recognizes that students can utilize conflict resolution
their individual improvement. practices and social skills to play a leadership role in
Peer juries increasing peace and reducing violence in their school.13
Peer juries allow students, who have broken a school rule, Peer mediation has been shown to reduce discipline
and trained student jurors to collectively discuss why the referrals, violence rates, and suspension rates.12
rule was broken, who was affected, and how the referred Informal restorative practices
student can repair the harm caused.8 Informal restorative practices are small ways educators
Circle process and other school personnel can influence a positive
A circle is a versatile restorative practice that can be used environment. Examples include the use of affective
proactively, to develop relationships and build community, statements, which communicate peoples feelings, and
affective questions, which cause people to reflect on how

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 Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

their behavior has affected others;15 proactive engagement These harsh disciplinary approaches have also created
with students and families; mentor relationships; a school-to-prison pipeline, endangering educational
community service; and lunchtime table talks. opportunities and making dropout and incarceration far
more likely for millions of children and youth across the
Social-emotional learning (SEL) country. The effects of these policies include:
Social-emotional learning teaches skills such as
recognizing and managing emotions, developing caring Academic Difficulties
and concern for others, establishing positive relationships, Students who are not in class are, of course, not
making responsible decisions, and handling challenging doing much learning. Thus, students subjected to
situations constructively and ethically. These are the skills harsh disciplinary measures that exclude them from
that allow children and adults to calm themselves when school tend to fall behind academically.19
angry, make friends, resolve conflicts respectfully, and
make ethical and safe choices. 16 Truancy
Students who face harsh discipline often feel alienated
from their schools, resulting in more absenteeism.20
III. Why Restorative Practices?
Acting Out
Within many communities, schools have deemphasized
Students punished by zero-tolerance measures often
traditional school-based disciplinary interventions, while
fall behind their peers due to lost learning time. As a
greatly expanding the use of zero-tolerance disciplinary
result, they often become frustrated or embarrassed
approaches that exclude students from their schools
and proceed to disrupt class.21
through out-of-school suspensions, expulsions, and
referrals to alternative schools or programs.17 While Psychological Trauma and Mental Health
the original intent of these policies and practices was Consequences
to address serious threats to school safety, the reality is Unjust disciplinary consequences are frequently
that the vast majority of these extreme punishments are traumatizing for young people, leading to public
imposed for non-violent behaviors such as classroom humiliation, diminished self-worth, and distrust
disruptions, skipping school, displays of disrespect, and of school officials.22 They also often trigger a cycle
dress code violations. of disengagement from schools, where students
become less trusting and more resentful of their
Research shows that removing youth from their learning
teachers, losing the connectedness that is such a
environment for extended periods of time is not an
critical component of academic success.23 As youth
effective way to manage student behavior. The American
become more alienated, they also become more
Psychological Association (APA) Zero Tolerance Task
likely to engage in risky behaviors, violence, and
Force, after evaluating school disciplinary policies for
alcohol and substance abuse.24
10 years, concluded that zero-tolerance policies fail to
do what they were designed to do: they do not make Dropping Out or Being Pushed Out of School
schools safer. In fact, the APA found that zero-tolerance Zero-tolerance discipline sends a clear message to
policies may make schools less safe, because schools students that they are not valued. Unfortunately,
with higher rates of suspension and expulsion appear that message has gotten through to far too many
to have less satisfactory ratings of school climate, to have students who have been pushed out of school by
less satisfactory school governance structures, and to unnecessarily severe disciplinary measures.25
spend a disproportionate amount of time on disciplinary
matters.18 Zero-tolerance as an approach hurts the Students succeed, and behavior improves, when young
relationship between teachers and students and doesnt people are in challenging and engaging classrooms and
help students address their issues. Individual students, welcoming, nurturing schools. Restorative practices
and the overall classroom, wind up worse off than before. offer an evidence-based, positive way forward for ending
the out-of-school suspension crisis, which affects an

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 Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

estimated 3.3 million students who are suspended and

miss school time each year. Out-of-school suspensions Last year I started and completed my training as a
have a disproportionate impact on students of color peer mediator, and Im proud to say that Im part of the
and students with disabilities.26 According to the U.S. change that has begun to happen in my school.
Department of Educations Civil Rights Data Collection Benia, age 17
(CRDC), African-American students without disabilities
engage students and families, support social-emotional
are more than three times as likely as their white peers
learning, and promote accountability and two-way
without disabilities to be expelled or suspended for the
communication. When the culture and climate of the
same behavior.27
school is improved, students become more engaged,
Restorative practices can serve as an alternative to which results in improved attendance, fewer classroom
suspensions and expulsions and be used to improve disruptions, higher academic performance, and increased
school climate, foster healthy relationships between graduation rates.28
educators and students, decrease disciplinary disparities,

A Tale of Two Schools

Carlos had a heated argument with his parents before leaving for school, so hes running late.
Lets see the difference that restorative policies and practices can make.

Zero-tolerance Restorative practices-based

education system education system
He is greeted by metal detectors Teachers and administrators welcome
and a police search. him and his fellow students as they enter.
Carlos arrives
at school.

His teacher scolds him in front of His teacher waits until after class to
the class. Carlos talks back, and is speak with Carlos to learn more, and sets
given a detention. up a meeting with his school counselor.
Carlos is late to
first period class.

Student peer mediators and support

A school police officer detains and
staff intervene, have the students sit
arrests both students.
down together, and de-escalate the
Carlos gets into a minor
situation.
altercation in the cafeteria.
Carlos is held in a juvenile detention Carlos and the other student agree to
facility all afternoon, missing school. He Later that help clean the cafeteria during a free
now has an arrest record and is facing afternoon... period. Carlos meets with his counselor
suspension. and parents after school to help resolve
the conflict at home.

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 Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

IV. Implementing Restorative Practices in Schools

N P
SO

LA
R
PE

CE
Classroom

PR
CT

AN
A
IC
E PL

Spheres of
SO
N P
Influence SO
N P
LA

LA
R

R
PE

PE
CE

CE
Community
Campus
PR

PR

CT CT
AN

AN
A

IC
E PL IC
E PL

Every staff member of a school campus has a sphere of or in the community. Questions have been developed
influence a network of people and places where one to link the Four Ps to the most common places where
can influence decisions, policies, and practices through restorative approaches can be used. Instead of prescribing
ones interaction with colleagues, students, families, and specific actions, these questions have been developed to
community members. The Four Ps referred to in this assist practitioners in thinking through how each of the
toolkit provide a framework for thinking about, reflecting Four Ps are currently supporting restorative practices in
on, and promoting restorative practices in your sphere of their own school.
influence, be that in the classroom, on the school campus,

The Four Ps
1. Person: The way each individual (teacher, principal, counselor, support staff)
interacts with others in the school community and how that interaction has an impact
on relationships
2. Place: The environmental conditions and factors that affect how individuals interact
with one another
3. Practice: Opportunities for educators to prevent conflict, resolve challenges, and
create chances for relationship growth
4. Plan: A school communitys plan for making restorative practices a regular part of
school culture

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 Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

CLASSROOM
The classroom is where most students spend the bulk of the school day in formal learning
environments, interacting with peers and educators. Educators have an opportunity to
model restorative strategies for students while in the classroom.

Person: How do I interact with my students? How do I interact with my colleagues, even when we disagree?
If I have a conflict with one of my students, how do I respond? If I see a conflict arising between students in the
classroom, how do I respond?

Place: What am I doing to make sure students feel welcome? How are students engaging with each other? How
does the classroom design impact how students communicate with each other and with me?

Practice: What is the process for resolving conflict or disagreement in the classroom? How are students made
aware of the process? Did the students help develop the process? What type of input do students have in finding
ways to address conflict?

Plan: How is the classroom prevention and conflict resolution strategy linked to the schools plan for developing
positive solutions or resolutions when a disagreement arises? If it isnt, how can it be better linked to influence the
climate of the classroom?

Example: Circles can be used to teach subjects like history and government, address conflict, and build trust in
a classroom.

CAMPUS
Staff and student interaction and learning dont just happen in the classroom it
happens on school buses, in cafeterias, on the playground, and in school counselor
offices. Restorative practices can be used throughout the school campus by all staff
to create and maintain a safe physical space, a supportive school climate, an academically and developmentally
appropriate environment, and healthy relationships between students, peers, and staff.

Person: What am I doing to ensure that students feel welcomed and valued by their peers and other school staff?
What steps can be taken to make sure the school is a safe space and accessible place, regardless of the setting (e.g.
school bus, classroom, cafeteria, afterschool, and athletic field)?

Place: Are students, staff, and community members (e.g. parents and caretakers) actively engaged in school
activities? How would an outsider describe the school climate if they walked onto the campus?

Practice: What is the process to teach pro-social behavior and build positive relationships between staff and
students within the school? What is the school-wide process for preventing and addressing conflict or disagreement?
Are students and staff part of the process? What type of input do students and staff have in finding ways to address
conflict?

Plan: How are pro-social behaviors taught and used as preventative techniques? How apparent is the conflict
prevention and resolution strategy to students and staff? How is it linked to classroom practice?

Example: School wide assemblies can bring the school community together to discuss important topics.

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 Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

COMMUNITY
In many places, schools cater to the distinct needs of students and families. As
part of that role, schools often are a bridge for caretakers and families to service
providers, higher education institutions, faith-based partners, business, health, and academic partners. The ways
in which schools interact with the surrounding community can have a significant influence on whether restorative
practices become not just part of the culture of schools, but also the wider community.

Person: How does the school welcome members of the community? How does the school ensure that it is a
culturally respectful and responsive place, regardless of the setting, for students and adults (e.g. classroom,
cafeteria, afterschool, and athletics)?

Place: How are parents, caretakers, and community members engaged in school activities and connected to the
school? How would members of the community describe their relationship with the school? What type of outreach
is done to build connections between the school and community members? Are community members asked how
they would like to be engaged? Do school personnel participate in community events?

Practice: How are restorative practices modeled by youth and adults in the community? What type of input can
the community provide to address conflict inside and outside of school and in the community? Are community
members/organizations utilized as resources in the schools efforts to address conflict or disagreement?

Plan: How does the school partner with community stakeholders to build relationships, prevent conflict,
and promote peaceful resolutions to conflict? How do youth and adults address conflict within the school and
community? Is it consistent?

Example: Parental and community involvement, mentoring, and volunteer opportunities can support and assist
students with resolving conflict.

V. Action Steps for Practitioners to Support Restorative

Practices
What can I do to start using restorative practices in my classroom?
1. Reflect on possible strategies you can 3. Ask other educators familiar with restorative
use in your classroom to both prevent and practices to observe you in the classroom and
address problems. How can you interact with offer feedback.
students differently? Which practices could
4. Seek out professional development
you lead in your classroom? Identify and
opportunities focused on restorative
involve additional stakeholders (e.g. parents,
practices.
counselors) you would need to bring in to
support your students and help them work
I have also learned that preparing for a restorative
through issues.
approach doesnt really work. You cant study the
2. Talk with other educators about whether and questions and answers like you would for a test. I
how they use restorative practices in their have found that being honest and in the moment with
the student is more authentic.
classrooms.
Beth, High School English Teacher

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 Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

How can I help my school or district One of my favorite stories is something that
happened this year two 9th grade girls had been
adopt restorative practices?
having difficulty with each other. I used a restorative
1. Talk with other educators and administrators approach with them and got them to focus on what
at your school or in your district about they have in common, where their strengths are as
individuals, and how they could move forward. After
different types of restorative practices. Do
the meeting, we had an event at school where they
they understand the need for and benefit of
both worked side by side with me in scooping ice
restorative practices? What would it take to cream for their peers and now are great friends who
train and support educators in implementing hang out on the weekends.
them? Carol, High School Attendance & Behavior Dean

2. Establish a team of students, parents, 8. Allocate funding for restorative practices at

educators, and community members who the school and district level. Although costs
can assess the school or districts current vary for each school, implementation is
approach to school climate, discipline, and easier when school districts, county agencies,
restorative practices. and states devote financial resources and
personnel to implement and maintain
3. Dedicate time within the school day, like
restorative practices at school sites. Districts
an advisory period, to practice restorative
have partnered with community-based
techniques. Adopting restorative practices is
organizations, that may provide training
a thoughtful process that takes time.29
at little or no cost to the school or district,
4. Seek input from a range of community utilized Title I funding, and reallocated
stakeholders, including parents and students, existing resources to implement restorative
both in the development and implementation practices.30
of restorative practices. For example, give a
How can I advocate for restorative
presentation at a school board meeting or
convene an evening workshop for teachers
practices on a larger scale?
and parents. 1. Share this guide with fellow educators.
5. Ensure school and district policies and 2. Share your story and highlight the benefits
practices are aligned with a restorative these practices have had on your classroom
philosophy. and school and any challenges you
encountered when implementing them.
6. Collect and examine data, both at the
beginning of the process and throughout, to 3. Connect with statewide and national groups
assess whats working and where, replicate working on school discipline reform. Add your
successes, uncover classrooms and schools voice to the movement for positive discipline
in need of improvement, and monitor policies and practices.
implementation.

7. Offer ongoing training and professional

development opportunities to build capacity
throughout the school and district.

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 Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

VI. Examples of districts and schools that employ

restorative practices
Baltimore Public Schools, Maryland Denver Public Schools, Colorado
The school district reformed their school discipline code The Denver Public Schools Restorative Justice (RJ) Project
to reflect an institutional approach towards restorative was implemented to positively and effectively address the
practices by dividing inappropriate behavior into four growing number of out-of-school suspensions, which
levels and ensuring that many low-level offenses can reached 15,000 in 2004. In addition to focusing on culture
never result in an out-of-school suspension. In the years and climate, restorative circles are used as the primary
following the reform, suspensions decreased and the form of restorative practice.
school district saw an increase in graduation rates for
African American students, and graduation rates overall. Madison Public Schools, Wisconsin
The Young Womens Christian Association of Madison uses
Boston Public Schools, Massachusetts
the circle process to teach restorative justice curriculum
Since 2012, numerous schools in the Boston Public school to middle and high school students in eight public schools
system have used restorative circles, conflict resolution, in the area. After completing the curriculum, students
and mediation trainings in partnership with youth and become Circle Keepers in their schools for their peers,
community groups as positive alternatives to school staff, and educators.
suspensions.
Minneapolis Public Schools, Minnesota
Chicago Public Schools, Illinois
Since 2008, Minneapolis Public Schools has offered
Using predominantly peace circles, victim-offender restorative practices as a service for students
mediation, family group conferencing and peer juries, recommended for expulsion, in partnership with
the Chicago public school system has seen a significant community organizations such as the Legal Rights Center
decrease in misconduct reports over the last six years. In of Minneapolis.
fact, the system-wide peer jury program helped prevent
over 2,000 suspension days per year. New Orleans, Louisiana
The Center for Restorative Approaches, as part of
Cleveland Metropolitan School District,
Neighborhood Housing Services, partners with local
Ohio
schools to provide restorative training and professional
Over the past several years, schools and educators in development to teachers and staff, as well as providing
Cleveland have emphasized social and emotional learning direct services through dialogue. The discipline
strategies as a form of restorative practice to reduce team regularly uses restorative practices (restorative
suspensions. The Human Ware Initiative promotes student communication, accountability plans, circles, and
safety, support, and social and emotional development by conferences) to intervene in student conflicts. These
using instructional planning centers to replace in-school practices are an alternative to suspension, in-school
suspension. Educators at the centers work with children, suspension, and expulsion, and are a tool for re-entry
helping them cool down during difficult times and after suspension and as a behavior intervention strategy.
consider positive responses to problems.

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 Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

New York City Public Schools, New York Oakland Public Schools, California
In 2013, the NYC Department of Education partnered The district launched a system-wide restorative justice
with the United Federation of Teachers and Cornell initiative to institute restorative justice as a proactive
University to launch the Institute for Understanding approach to student behavior. The initiative includes
Behavior (IUB), to assist public and private schools in professional development for administrators and school
preventing crises from occurring, managing disruptive staff, redesign of district discipline structures and
behavior and teaching students the skills they need to practices, and the promotion of alternatives to suspension
cope with stress. The Institute creates an individual plan at every school.
for each school, based on available data, staff surveys
and administrative meetings. Participating schools Peoria Public Schools, Illinois
receive training for all staff (administrators, teachers,
Schools are preventing altercations, improving school
paraprofessionals, school-aides, cafeteria workers, etc.)
climate, and using peer juries as part of the Balanced
in proven support strategies, and direct coaching from a
and Restorative Justice Program to address and mediate
behavior specialist in implementing new strategies and
conflict in schools.
positive behavior systems.

For the past 3 years, we have been using restorative justice and guidance
interventions to deal with conflict so that we can reduce suspensions and arrests
at our school. School staff, students, teachers, and deans are being trained in
using restorative circles and other restorative practices. Parents are also being
trained in using restorative justice to deal with conflict at home with their
children. Students and school safety officers are meeting to share perspectives
on safety issues and to build relationships. It works, I see it!
Neissa, age 17

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 Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

Endnotes
1. Smilkstein, R. (2011). Were born to learn: using the brains natural learning process to create todays
curriculum. Corwin, Volume 2nd, Thousand Oaks, Calif

2. Riestenberg, N. (2012). Circle in the square: Building community and repairing harm. St. Paul, MN:
Living Justice Press. http://www.ojjdp.gov/pubs/implementing/accountability.html

3. http://www.iirp.edu/what-is-restorative-practices.php

4. Schiff, M. (2013, January). Dignity, Disparity & Desistance: Effective Restorative Justice Strategies to Plug
the School-to-Prison Pipeline. Center for Civil Rights Remedies National Conference. Closing the School
to Research Gap: Research to Remedies Conference. Washington, DC.

5. Alameda County Health Care Services Agency, Restorative Justice: A Working Guide For Our Schools,
7. 2011. http://healthyschoolsandcommunities.org/Docs/ Restorative-Justice-Paper.pdf

6. Id.

7. http://www.communityconferencing.org/index.php/programs/schools/

8. http://www.alternativesyouth.org/restorative_justice/peer-jury

9. Pranis, K. (2005). The Little Book of Circle Processes. Intercourse, PA: Good Books.

10. http://www.alternativesyouth.org/restorative_justice/talking-circles

11. National Education Association. (n.d.). Retrieved from http://www.nea.org/tools/15828.htm.

12. Education Systems Reform. (n.d.). Middle School Peer Mediation. Retrieved March 26, 2013, from http://
esrnational.org/professional-services/middle-school/prevention/peer-mediation/.

13. Id.

14. Id.

15. McCold, P., & Wachtel, T. (2001). Restorative justice in everyday life. In J. Braithwaite & H. Strang (Eds.),
Restorative Justice and Civil Society (pp. 114-129). Cambridge, UK: Cambridge University Press.

16. Collaborative for Academic, Social, and Emotional Learning. (n.d.). What is SEL?. Retrieved March
26, 2013, from http://casel.org/why-it-matters/what-is-sel/ (SEL is also a framework for school
improvement. Teaching SEL skills helps create and maintain safe, caring learning environments.
Educators receive ongoing professional development in SEL. And families and schools work together to
promote childrens social, emotional, and academic success.).

17. Advancement Project, Test, Punish, and Pushout, (2010). Retrieved at http://b.3cdn.net/advancement/
d05cb2181a4545db07_r2im6caqe.pdf

18. American Psychological Association Zero Tolerance Task Force, Are Zero Tolerance Policies Effective
in the Schools?: An Evidentiary Review and Recommendations, American Psychologist, 63 at 854 (Dec.
2008), available at http://www.apa.org/pubs/info/reports/zero-tolerance.pdf.

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 Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools

19. Justice Center: The Council of State Governments, Breaking Schools Rules: A Statewide Study on How
School Discipline Relates to Students Success and Juvenile Justice Involvement (July 2011). Retreived at
http://justicecenter.csg.org/resources/juveniles.

20. Studies have shown a relationship between school climate, student absenteeism and the rate of student
suspension. Center for Social and Emotional Education and National School Board Association,
School Climate Guide for District Policymakers and School Leaders 3 (2009). Retreived at http://
www.schoolclimate.org/climate/documents/dg/district-guide-csee.pdf (citing: Cohen, J,. McCabe,
E.M, Michelli, N.M & Pickeral, T., School Climate: Research, Policy, Teacher Education and Practice,
Teachers College Record, Volume 111: Issue 1: 180-213 (2009), http://www.tcrecord.org/Content.
asp?ContentId=15220).

21. American Psychological Association, Are Zero Tolerance Policies Effective in Schools? 853-4 (December
2008). Retrieved at http://www.apa.org/pubs/info/reports/zero-tolerance.pdf

22. Advancement Project, Test, Punish, and Pushout, (2010). Retrieved at http://b.3cdn.net/advancement/
d05cb2181a4545db07_r2im6caqe.pdf

23. Blum, Robert W., Rhinehart, Peggy Mann, Reducing the Risk: Connections That Make a Difference in the
Lives of Youth 21-24 (1997). Retrieved at http://www.eric.ed.gov/PDFS/ED412459.pdf.

24. Id.

25. Test, Punish, and Pushout; American Psychological Association; Justice Center.

26. Losen, D., & Gillespie, J. (2012). Opportunities Suspended: The Disparate Impact of Disciplinary
Exclusion from School. UCLA Civil Rights Project. Retrieved at http://civilrightsproject.ucla.
edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/
upcoming-ccrr-research/losen-gillespie-opportunity-suspended-ccrr-2012.pdf

27. http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201401-title-vi.html

28. McMorris, Barbara J.; Beckman, Kara J.; Shea, Glynis; Eggert, Rachel C.; A Pilot Program Evaluation
of the Family and Restorative Conference Program, 2. (May 24, 2013). Retreived at http://www.
legalrightscenter.org/RCP%20 Evaluation.Interim_Report_24May2013.pdf

29. Alameda County Health Care Services Agency, Restorative Justice: A Working Guide For Our Schools.
(2011). Retrieved at: http://healthyschoolsandcommunities.org/Docs/ Restorative-Justice-Paper.pdf

30. Id.

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 Restorative Practices:
Fostering Healthy Relationships &
Promoting Positive Discipline in Schools
A Guide for Educators
MARCH 2014

Download a PDF of this toolkit: www.otlcampaign.org/restorative-practices