Implementing Restorative Practices in School

Many school administrators and educators have some familiarity with bringing nonviolence strengths to education through restorative practices for school settings.

Although, quality portrayals of what school restorative practices might look like severely lack in online spaces. There are a few videos on YouTube (1, 2, 3, 4, 5, 6) and there are some very helpful websites and online resources available for introductions to restorative practices. However, depictions of what an implementation process might look like are severely limited. One example of what an implementation might look like may be found here. In addition, one might consider the table below.

This table depicts a possible approach to implementing restorative practices in a school. It includes the importance (core, important, and optional), a mention of phase (Phase 1 might roughly equate to 1 or 2 years, and phase 2 might equate to a year or two following phase 1. Likewise, some importance and optional components might be implemented in a third phase), the name of the practice, a description of that practice, and the target audience for which that practice is designed for.

School educators and administrators might take note of a few things from the implementation example and Table 1.

1.) Implementation is flexible and should fit the needs and strengths of the school. Schools will likely vary in how long their implement, adjust, and continue to implement their core practices depending on dynamics unique to their school.

2.) Implementation occurs over time. Although Table 1 includes two phases and the linked example implementation designates a two year implementation cycle, administrators should at least note that all of their restorative practices do not have to be implemented right away. A school should focus on the core practices in Table 1 but may deviate based on their needs and strengths.

3.) Some practices might be considered as more fundamental to restorative practices than others. Some practices provide fundamental skills or social structures in which effective restorative practices may occur. Others are important or optional, and may enhance restorative practices, but are less likely to completely impede effective restorative practices.

4.) There can be many pieces to restorative practices (and some pieces are likely not represented here). Administrators don’t have to limit their choice of practices to those listed here; they also don’t have to implement all of the practices for effective use of restorative practices. However, they should engage in careful deliberation to chose which practices best fit their needs.

5.) Restorative justice courts is just ONE part of restorative practices. Although restorative justice is commonly confused with restorative practices, administrators should understand that restorative justice courts are just ONE part of effective restorative practices.

6.) Components of restorative practices are designed for different targets within schools. Some components address the whole school while others address specific stakeholders within a school.

7.)  All school stakeholders can and should be included in restorative practices at some stage. At some stage in the process, all stakeholders should be included in restorative practices. Perhaps schools should consider focusing on students, teachers, and administrators before focusing on including staff, parents, and community members but these choices should be made specific to each school’s needs and strengths.

Have any thoughts? Please include them in the comments section below!