Restorative Justice is an alternative to using punishment to manage unwanted behavior. Instead of looking at broken rules with a view to punishing the rule-breaker, Restorative Justice asks, “Who is affected and what needs to happen to heal the harm?”
Three Shifts Toward Restorative Schools and Classrooms
|1||Efforts to suppress misbehavior based on the view that misbehavior is evidence of failing students or classrooms.||Recognizing and using the inherent value of misbehavior as an opportunity for social and emotional learning.|
|2||Authority-driven disciplinary actions that focus only on the identified misbehaving students.||Restorative circles that bring together everyone who is most immediately affected by the incident.|
|3||Punishment and exclusion is used to control misbehavior and motivate positive behavior changes.||Dialogue leading to understanding and action to set things right and repair and restore relationships.|
What are the results of restorative practices?
There is a growing body of research supporting the effectiveness of restorative practices in schools. Evidence shows that restorative practices can result in:
- Reductions in disciplinary referrals to principals
- Reductions in suspensions and expulsions
- Reductions in amount of instructional time lost to managing student behavior challenges
- Improved teacher morale
- Improved teacher retention
- Improved academic outcomes
- Reductions in disproportionate referrals of students of color and students with disabilities.
Restorative Justice at PVPA
Restorative Justice at PVPA is a tiered behavior prevention and response framework, high on support (helping students reach expectations) and accountability (holding students to expectations).
Restorative Justice prioritizes time being spent in proactive community-building circles and teaching staff and students communication and conflict resolution skills, giving our community members the tools to resolve conflicts on their own. We strive to follow a model of 80% preventative teaching and community-building and 20% harm response.
|Tier 1: Whole community||
|Tier 2: Approximately 10-15% of students who need additional support/accountability||
|Tier 3: Approximately 5% of students with the highest need for support/accountability||