We have all heard the stories of bullying and violence in our schools. It’s clear that in our own community, problems have plagued our middle schools and high school, with parents pitted against school administrators because of how these incidents have been addressed. No one wins when students become disengaged and drop out. Schools suffer when principals come and go in a couple of years. Our community is made stronger when our integrated, inclusive schools are successful. It’s time to consider the use of restorative justice practices in our schools.
Restorative justice (RJ) is an approach to discipline that changes the perspective from punitive to repairing the harm that has been done. Educators and many parents are aware that traditional exclusionary approaches to student discipline merely remove the student from school and rarely change student behavior or bring resolution to those who were victimized. We suspend or expel students but fail to deal with the root causes of behavior issues, including the absence of strong relationships and emotional safety at school. These suspensions are used at disproportionately high rates with male students of color.
Many large urban districts have begun using RJ, but very poorly. Someone at the top of the system decreed “out with suspensions and in with restorative justice programs.” Clearly, an RJ program will only be successful with a great deal of training for school staff, students, and parents within a positive school culture. This is not a quick fix solution but one that needs thoughtful investments of resources.
With effective use of PBIS (Positive Behavior Intervention and Supports), the values of the school are defined in a few words (i.e. “Our students are respectful, responsible, and engaged”). Those qualities define how students are expected to interact within the school community. Community building within the school, classroom, teams, etc. creates a culture that makes students feel responsibility toward the good of all within the group. The values of the school are intentionally taught through discussion, role-play, and games. To practice RJ well, the members of the school community must be invested in wanting to restore what is harmed.
Peace circles can be used effectively to begin this practice. Optimally, they can be held on a regular basis to build understanding and kinship within the school. Trained leaders (students, staff and parents) can break down barriers and build shared understanding of what students are experiencing in their lives. Schools that use peace circles to address certain disciplinary infractions give both the accused and the victim(s) time to describe facts, background information, and feelings related to the incident. There is opportunity to engage in dialog with those who were harmed and make amends and learn from the mistake. There are invaluable lessons to be learned for all who participate in this process. We want our children to be able to stand up to bullies as well as learn empathy and how to make restitution.
We need to begin thoughtfully and include all stakeholders. Training should be provided for everyone interested in leading peace circles. Time and attention needs to be invested in building a strong school culture that supports all students. Investigate successful programs in other schools and in the court system.
We should acknowledge that RJ is one solution to disciplinary infractions and cannot be used in all cases, but restorative justice practices right the wrong through fair and meaningful consequences, build empathy and understanding, and will likely change future behavior. We need to look forward and ask ourselves if our children are worth investing in this long-term solution. I think so.
Marilyn McManus is a life-long resident of Oak Park and a retired teacher/school administrator in South Berwyn District 100.