By: Lori Lynass, Ed.D., Sound Supports
The use of restorative justice practices (RJP) has a relatively short history in our school systems, but the practices and philosophies that constitute RJP are consonant with many Indigenous communities worldwide, including for example, Ojibwe, Tlingit and Navajo peacemaking circles, ubuntu communitarian approach found in many southern African traditions, and the Maori community living traditions, as well as many others. All these traditional practices centered the need to build belonging and connections within the community of people residing in it. For the most part, people seek and desire to be in community with one another and feel belonging. Within our schools, students are also craving and pursuing connection and belonging both with staff and peers. The data on belonging shows it is a strong factor for positive mental health and higher academic outcomes.
Right now, we are watching RJP grow from a promising practice into an evidenced based practice in schools as it is further used and researched within the school setting. What we do know is applying the Multi-tiered System of Supports (MTSS) three-tiered framework to restorative practices brings us to starting with a prevention first stance. Using restorative practices, this prevention is done through intentional relationship building in which we nurture a sense of belonging and the development of healthy relationships. Continue Reading...
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Do you want your team to take a deeper look at establishing restorative practices? We’ve crafted activities that take 5 minutes, 30 minutes, and 60-90 minutes for you! Take a look at toolkits, reflection questions, and more. Check out this month’s Care Package.
Restorative Practices: Top 5
Restorative Practice is an emerging social science that studies how to strengthen relationships between individuals and communities. In schools, restorative practices help to create a trusting environment by giving both students and adults an opportunity to make positive choices and interact respectfully in the classroom and throughout the school. When put into practice the effects are profound. In schools students experience greater safety and sense of belonging resulting in improved behavior, less bullying, and less violence.
What is the role of restorative approaches in decolonizing education?
“The western law punishes you so that you don’t repeat the behavior. But the Navajo way is to focus on the individual. You separate the action from the person.” – Hon. Robert Yazzie, Navajo Peacemaking
Understanding the needs of the students you serve by identifying that behind behavior there’s a missing need. If there’s an unmet need it will be expressed with negative behavior.
Restorative Practices is more than being reactive or mitigating conflict it is grounded in Indigenous practices that are about:
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Cultivating relationships
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Being proactive in not causing harm
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If and/or when harm is caused recognizing how different social identities are impacted
- Learning, creating, and modeling teachable moments
Restorative Practices Continuum
Restorative practices occur on a continuum from informal to formal and are used both proactively, to build healthy relationships and community, and/or responsively, to respond to conflict and wrongdoing.
Proactive practices: practices that proactively build healthy relationships and develop community
- Affective language (e.g., “I statements,” empathic listening, affective questions, nonverbal affirmation)
- Small impromptu conversations or “restorative chats”
- Community-building circles (e.g., talking circles)
Responsive practices: practices that respond to conflict and wrongdoing with the goal or repairing harm, rebuilding relationships, and restoring community. Responsive practices involve both the person who caused harm and those who are impacted.
- Responsive conversations or restorative conferences
- Responsive circles (e.g. restorative problem-solving, peace circles, and reintegration circles)
- Peer-based conferences, peer juries, justice panels
To continue reading more about Restorative Practices and SEL Alignment click here.
According to the Washington State Healthy Youth Survey, roughly 3 out of 4 students report there are people in their school who will help if they need it. (2021) Healthy Youth Survey
By: Christine Hurley, Project Manager, OSPI
Emotional intelligence (EI) and intellectual intelligence (IQ) have significant impact on project success in state government, albeit in different ways. Emotional intelligence is the capacity to understand and manage our own emotions and the emotions of others while intellectual intelligence includes cognitive abilities, problem-solving skills, and knowledge. In our work, EQ can influence success through stakeholder management, team collaboration, adaptability, conflict resolution, and motivation and leadership whereas IQ contributes to success through analytical thinking, strategic planning, technical competence, risk assessment, and legal and regulatory compliance. Continue Reading...
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Briana Kelly she/her Assistant Director, Restorative Practices & Student Discipline Student Engagement & Support Office of Superintendent of Public Instruction (OSPI) p: 360-725-6068 | c: 564-200-2068 |
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