Restorative Teaching Tools.com resource – This activity is designed to help participants understand the unmet needs that are at the root of challenging behaviors. It uses the visual of an iceberg. What we can see (what is above water) is a person’s behavior. At the waterline (where we can sometimes see them and sometimes cannot), are the feelings that a person might be experiencing. Beneath those feelings are the unmet needs of the individual that are ultimately driving the behavior. Read activity
Research from the Toronto District School Board – Effects of restorative practices on suspended pupils’ school engagement, academic achievement, and post-secondary destinations It has been observed that restorative practices had a positive impact on reducing the possibility of students being re-suspended: Almost three quarters (73%) of students who had participated in restorative practices after their first suspension(s) did not have any suspensions in the following school years, which is 6% more than students who had not participated in restorative practices (67%). While there was almost no difference in absenteeism rates in the school year when students were first suspended, in the subsequent school years, a greater proportion (7% more) of students who had participated in restorative practices had a very low absenteeism rate (i.e., better school attendance)than students who had not participated. “(Page 22)
Reducing chronic absenteeism requires problem solving and support, not blame and punishment A blog post from Attendance works correctly points out that the blame game does not work, nor does punishment. Restorative practices are FIRM and FAIR which avoids blaming as a problem solving, builds/strengthens relationship and provides opportunities to make things right when things go wrong. The article concludes by saying that “schools must use a problem-solving approach to identify the causes of and solutions to absences, regardless of whether the absence is considered excused or unexcused. This framework will point the way to approaches and solutions that make sense to students and families and make it easier for students to be in school regularly. Doing so will likely require a shift in educators’ thinking about their role in addressing absences, especially those due to truancy, student discipline and illness. Nonetheless, educators must resolve to tackle these issues if they are to reduce chronic absence levels significantly and make schools accessible and welcoming to all.”
Caring Relationships Perhaps the most important finding in research concerning dropout prevention, attendance, student engagement, and effective small schools is that students are more likely to remain and achieve in schools where people care about them (Benard, 2004; Green, 1998; Steinberg & Allen, 2002; Wimberly, 2002). If relationships between staff and students and their families are to affect student outcomes, they must be based upon trust, respect, fairness, and equity. The research shows that in schools where there is trust, caring, and support, there is higher attendance, higher student performance, and a lower rate of suspensions (Green, 1998; Strand & Peacock, 2002). Read full report INCREASING STUDENT ATTENDANCE: Strategies From Research and Practice (JUNE 2004 NORTHWEST REGIONAL EDUCATIONAL LABORATORY PORTLAND, OREGON)
There’s a relationship between school climate, absenteeism and student suspensions 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. Restorative practices: Fostering healthy relationships and promoting positive discipline in schools. A guide for educators
The Starts and Stumbles of Restorative Justice in Education: Where Do We Go from Here? “Schools are implementing Restorative Justice in Education (RJE) initiatives across the United States, often to reduce the use of out-of-school suspension, which is known to increase the risk for dropout and arrest. Many RJE initiatives also aim to strengthen social and emotional competencies, reduce gender and racial disparities in discipline, and increase access to equitable and supportive environments for students from marginalized groups. This policy brief summarizes research on restorative initiatives, with a focus on implementation and outcomes in U.S. schools. After examining the evidence, the authors offer recommendations for comprehensive RJE models and strategic implementation plans to drive more consistently positive outcomes.” Read full article
Elementary school stops bullies by fostering talk, trust Restorative-justice approach to discipline has reduced bad behaviour and helped boost academic marks Read article