Restorative Practices: An effective alternative to being punitive

Establishing trust, building relationships, and taking responsibility for the harm you have caused others through your actions—these are the guiding principles of restorative justice, a holistic and non-punitive form of student discipline that is becoming more widespread in K-12 schools in the United States. Risto Marttinen, associate professor in the Health and Physical Education program in the School of Education at George Mason University, recently shared his thoughts on how restorative practices, if done the right way, may be a better approach and yield more positive outcomes in dealing with a student who has broken school rules in contrast to imposing more traditional but punitive measures such as suspension or expulsion.

How does a school-based restorative justice model work?

Restorative justice brings together the student who violated school rules with individuals who were harmed by those actions. A mediated process takes place seeking to re-establish the trust broken by the student’s transgressions and allowing that student to make amends with those who were harmed. A conversation between the student who committed the infraction and the individual who was harmed takes place within a “restorative circle” which includes the entire class. The individual who was harmed explains how the student’s behavior negatively affected them. The student who committed the infraction is then given a chance to tell their side of the story. The class considers both viewpoints and determines what remediation actions the student must take so that the harm they caused is repaired.

What are the benefits of a restorative justice approach?

In a restorative justice approach, the student thinks about their actions, acknowledges the harm they have caused, and commits to remedying that harm. In doing so, the trust that was broken is re-established and the student’s relationship with the school community is rebuilt and strengthened. Experts say that restorative practices can provide students with a better understanding of how conflicts can be resolved within a school setting in a way that facilitates a safe environment conducive to learning. Restorative practices can also help students learn how to better self-regulate their behavior by becoming more conscious of how their antisocial or delinquent actions can inflict harm upon others. Exclusionary discipline provides none of these benefits and often worsens disruptive behaviors.

“Zero tolerance” policies and exclusionary discipline measures lead to poor student outcomes.

Over the last decade, there has been increased recognition of the damage caused by “zero tolerance” policies where students who violate school rules face the harsh penalties of suspension or expulsion. However, research shows that the removal of a student from school does little to deter future incidents of disruptive behavior. When taken out of a structured school environment, a student serving a suspension is isolated from the school community and is denied the guidance and support that a teacher or school staff member could otherwise provide in helping that student understand the ramifications of their actions. After completing their suspension and returning to school, many students continue to behave disruptively or in an antisocial manner and may commit more infractions of school rules. This can lead to further disciplinary actions giving rise to a vicious cycle of repeated suspensions. When this happens, these students lose more instruction time at school. They may also be labeled or stigmatized as being “bad” by teachers and school administrators who view these students through a lens of low expectations.

Students who have experienced exclusionary discipline may have higher rates of absenteeism and may be further behind their peers academically. They may also be much more likely to drop out of school altogether. In addition, students with a record of repeated suspensions or an expulsion are at greater risk of engaging in behaviors that could entangle them in the juvenile or adult criminal justice systems with the threat of arrest and incarceration. This is frequently referred to as the “school to prison” pipeline. The harsh and punitive nature of exclusionary discipline often results in the loss of human potential in students who might otherwise thrive and experience more positive outcomes under a model of restorative justice.

An effective restorative justice model requires commitment from the entire school community.

While it can produce positive outcomes, the successful implementation of restorative justice requires an understanding of this concept and broad support from teachers, administrators, students, and parents within the school community. If only one class in a school adopts a restorative model, but others do not, the process will not work. Every class and staff member at the school must be on board with this approach. Restorative practices require significant training of teachers and other school personnel. Furthermore, students and their families must be made aware of the benefits of restorative justice and show commitment to its implementation. If the students or their parents are skeptical of its effectiveness, it can be difficult to fully realize the benefits that this model can bring. In addition, underlying issues pertaining to race, ethnicity, and cultural diversity must be considered in establishing a restorative justice model. Despite these challenges, once restorative practices are in place and working as intended, this approach can transform the school setting into one that fosters the social-emotional wellbeing of its students and supports learning.

To learn more about degree offerings in the Health and Physical Education program in Mason’s School of Education, please visit the program website.