For nearly two decades, I worked within schools on the challenging behavior team. When asked what I did for a living, instead of delving into the acronyms of education—determining FAPE in the LRE through FBA and developing matching BIPs all contained in the IEP—I simply stated, “I teach kids that school is a place they can feel safe and cared for and that learning is fun.” For many of my students this was no small feat. They had learned that school was the place they went to get punished. Learning was difficult and the only fun to be had was figuring out the most efficient way to get suspended, so they could leave.
The ineffectiveness of suspension-based discipline is multifaceted. It fails to teach students alternative conflict resolution skills, perpetuates cycles of punishment, and can have unintended consequences such as increased anxiety, disengagement and chronic absenteeism. Moreover, suspensions do little to resolve the underlying conflicts or hold students accountable for their actions, often sidelining the voices of those who were harmed as well. We rarely, if ever, see any meaningful behavior change because for students who already feel disconnected from school, suspension can inadvertently reinforce negative behavior patterns or provide a temporary escape from an unsupportive environment. When suspension does need to be utilized due to a safety concern or provide a cooling off period, it’s important to consider proactive interventions that can be initiated upon the student’s return. A well-executed suspension should also include a re-entry plan, incorporating restorative practices to facilitate meaningful conversations and accountability.
Initial skepticism of Restorative Practices is that it is too lenient and that stricter consequences are necessary. Yet, accepting accountability for causing harm—whether to others or the environment—is no easy task. It can be difficult to own our mistakes, resolve conflict, and repair relationships, but the skills learned through a restorative process will give students the tools to manage their personal and professional relationships more effectively throughout their lives. While being restorative may be more time-consuming than issuing suspensions, the benefits far outweigh the costs. When we help students resolve conflict and repair harm they feel safe and supported. They learn that what they did was bad, but they as humans are inherently good and are a valued member of the school community.
Restorative Practices is the science of community and relationships. As human beings, we are hardwired to seek connection and be in relationship with others. When individuals are excluded from a community, they often seek out or form alternative communities, which may not necessarily be healthy or constructive. Thus, it's imperative to keep students within our school community and ensure that, even when they make behavioral errors, they still feel a sense of belonging. After all, we all make mistakes, and nobody wants to be defined solely by the worst thing they’ve done.
Restorative Practices are most effective when implemented system-wide, beginning with administrators and extending to every employee at all levels of the district. The fundamental hypothesis of restorative practices is that people are happier, more productive and cooperative when those in authority over them do things with them rather to them or for them. This directly applies to us as adults and how we want to be treated in the workplace. We want to have voice in the initiatives we carry out in our daily work and have our expectations clearly communicated to us. We want to be treated fairly and respectfully. When the entire system adopts a restorative ethos, it compels a cultural transformation, fostering environments that are affirmative, inclusive, and empowering, encouraging us to consistently bring forth our best selves.
Restorative Practices offer a comprehensive framework and a continuum of practices primarily focused on proactive community-building. By equipping students with essential interpersonal skills, educators can create a more inclusive and supportive learning environment resulting in less time responding to problem behavior. Community building circles, in particular, offer a platform for students to develop leadership skills and feel more engaged and connected to the school environment. Being restorative means that we intentionally provide opportunities for students to have voice and make meaningful contributions. Everyone wants to know that their effort matters and makes a difference to the world around them.
Not only does Restorative Practices offer a more effective approach to addressing harm but also serve as a proactive tool for building social capital and promoting mental well-being within school communities. This is not a new initiative or a trend, its not one more thing on the plate, it’s a shift in mindset. By prioritizing relationships and empathy, educators can empower students to navigate conflicts constructively and contribute to a more cohesive and resilient school culture in which everyone can feel safe and learn.
If you are interested in learning more, or would like to bring Restorative Practices to your district, schedule a free consultation time on our website: www.emilydonovanconsulting.com
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