Dear IIRP Community,
Someone once asked me how I maintain my neutrality when facilitating restorative conferences for serious offenses. I replied that I’m not neutral. It is neither moral nor possible to be neutral in the face of such harm and trauma.
I cannot imagine watching the murder of George Floyd and feeling anything but pain, anger, and sadness.
Regarding racism in the United States, the damage it does to our communities, and the lives it destroys, whether through police violence, the school-to-prison pipeline, or mass incarceration – neutrality is not possible nor helpful. We are all involved. The question is the extent to which we are willing to own our role in the way things are and labor in solidarity to change it.
Restorative responses to the current moment in history need not, and cannot, be neutral. Like a restorative conference, the process begins with an admission of harm and wrongdoing. As a culture, it should be obvious to all that we simply aren’t there yet. Honestly, I do not see an easy to path to get there either. There are no easy solutions.
What I do know, is that silence won’t get us there. I learned that from all of you and this great work we’ve been engaged in over the past several decades. However, breaking silence requires risk and sacrifice.
For those accustomed to doing the talking in society, much of that sacrifice can start with the simple act of listening. Only then, like in the microcosm of a restorative conference, can you truly know who is in pain and why, what your community needs, and what is required of each of us to begin the long arc of healing from harm that is both current and historic.
We are doing this work internally at the IIRP as well – sometimes well, often imperfectly, but always with the goal of practicing what we teach and seeking to honor human dignity in all that we do.
Also, very soon the IIRP will be offering public “Listening Circles” on the trauma of racism and racial violence. This will be an opportunity to be with others who, like you, seek to better understand how racism and racial violence impacts our lives, our part in maintaining it, and the possibilities to change it.
To the people of color and their allies who are already engaged in this work, the IIRP stands with you.
In Solidarity, John W. Baillie
Jun 05
Restorative Responses to Racism: a letter from John W. Baillie International Institute of Restorative Practice
Jun 05
Racism’s harmful impacts evident in graduation rates, homelessness and chronic absenteeism
I recently received an email from SchoolHouse Connect. While it does not speak to it directly, the impact of racism on chronic absenteeism is similar to graduation rates whether in the US or in Canada. “…overcoming homelessness through education requires us to speak out against systemic and structural racism, and to work for racial justice and equity across systems. This means listening and learning with humility. It means speaking out in solidarity, not only in this present moment, but each and every day. And it means taking specific, intentional, and thoughtful action to support equity and fight racism.” Read article
Jun 04
What Role Can the Education Community Play to End Racism and Begin Healing?
- Think critically about structures, systems, and policies that have historically marginalized some groups and caused long-term inequities.
- Speak up when you see someone saying or acting harmful to others; name it as racism when it is.
- Ensure that, if law enforcement is present in schools, officers are carefully selected and trained, …
- Advocate for and engage in frank discussions about racism and privilege, and provide students and staff tools to combat it.
- Examine the mechanisms of power and punishment, and work to ensure positive, equitable discipline policies and practices in every school.
- Establish and reinforce trusting relationships among students, staff, families, community providers, and law enforcement.
- Advocate for public policies that address the destructive, systemic inequities of poverty and racism. Read article
Jun 01
US data on COVID-19 and its impact on schools helpful for planning for September
- “Highlights from the new US data include:
- delivering distance learning – Almost all teachers engaged in distance learning with their students, but only 12 percent reported covering the full curriculum they would have covered if schools hadn’t closed.
- Inequity across schools – The pandemic likely exacerbated existing disparities in educational opportunities and outcomes, and the survey results point to some areas of concern.
- Anticipating what’s next – Looking ahead to next fall, teachers plan to prioritize student well-being …and principals anticipate more emphasis on family engagement and addressing performance gaps. Read article
May 29
“A connected school always focuses on planting flowers instead of pulling weeds”: 5 Strategies for closure and transition
- Calming year end stress for can include these strategies:
- Symbolic gifts
- photos and affirmations
- planting and nurturing
- Remember to breathe
- the family tree Read article
May 22
5 ways to build and maintain virtual classroom sense of community
- “Secure your safety belt first.
- Infuse exercises that involve connectedness
- Let everyone play a role.
- Embrace questions
- Practice the art of listening.” Read article
May 20
4 considerations for a return to school Social Emotional Learning Plan
- “Identify and plan to address the needs of staff.
- A social emotional learning plan must include and prioritize a fully staffed school-based mental health team.
- This plan must address the social emotional needs of students. At its core, this includes helping students (and staff) to identify, understand, and manage their emotions.
- A social emotional learning plan must prioritize relationships and human connections. ” Read article
May 15
4 suggestions for “reaching the students and families at serious risk for harmful behaviours… one of the most urgent concerns facing school psychologists right now.”
“How do we protect students who experience domestic violence and abuse, given the increasing stress on families? How do we support students with existing or emerging mental-health problems? School psychologists are figuring out how to conduct effective suicide-risk threat assessments when students threaten harm to self or others, and how to access supports and treatment for these youths.” Read article
May 11
“Everything will be okay in the end. If it’s not okay, it’s not the end.”John Lennon
- Helping students cope with uncertainty: advice from psychologist
- 1. feeling distressed about being unable to predict what will happen is entirely normal
- 2. put things in perspective
- 3. “Everything will be okay in the end. If it’s not okay, it’s not the end.” Read article


