Better Than Carrots or Sticks

1. Restorative practices focus on relationships, not rules

Whereas traditional discipline focuses on the violation of rules, restorative practices focus on the violation of people and relationships.

Paradigm shift. Restorative practices represent a fundamental shift in how schools approach discipline and conflict resolution. Instead of relying on punitive measures and exclusionary practices like suspensions, restorative approaches aim to repair harm, rebuild relationships, and reintegrate students into the school community. This philosophy recognizes that problematic behavior often stems from unmet needs or lack of skills, rather than deliberate defiance.

Key principles:

• Separate the deed from the doer
• Focus on repairing harm rather than assigning blame
• Involve all affected parties in resolving conflicts
• Teach social-emotional skills and problem-solving
• Emphasize accountability and making amends

By prioritizing relationships and community over strict rule enforcement, restorative practices create a more positive school climate where students feel valued, respected, and motivated to engage positively with others.

2. Creating a welcoming school climate is essential

We all know when we're welcome somewhere.

First impressions matter. A welcoming school environment sets the tone for positive relationships and student engagement. This begins with the physical space and extends to every interaction students have throughout the day. Schools should critically examine their practices, from the front office to the classroom, to ensure they are inviting and inclusive for all students and families.

Key elements of a welcoming school:

• Warm greetings and smiles from all staff
• Clear signage and easy navigation
• Multilingual communication when possible
• Celebration of student work and diversity
• Comfortable spaces for students and families
• Proactive outreach to new students and families

Creating a welcoming climate isn't just about being nice – it's about fostering a sense of belonging that supports academic success and positive behavior. When students feel they are valued members of the school community, they are more likely to engage in learning and less likely to act out.

3. Effective classroom management builds on strong relationships

Simply said, it's harder for students to act defiantly or disrespectfully toward adults who clearly care about them and their future.

Relationships first. Effective classroom management is rooted in strong, positive relationships between teachers and students. When students feel respected, understood, and cared for, they are more likely to cooperate and less likely to engage in disruptive behavior. This approach shifts the focus from controlling student behavior to fostering an environment of mutual respect and shared responsibility.

Key strategies for relationship-based classroom management:

• Learn about students' interests and lives outside of school
• Use students' names and greet them individually
• Implement regular class meetings and circles
• Provide opportunities for student voice and choice
• Address misbehavior privately and respectfully
• Model the behavior and attitudes you expect from students

By investing time in building relationships, teachers create a classroom climate where students are intrinsically motivated to meet expectations and contribute positively to the learning community.

4. Informal restorative practices prevent and address minor conflicts

Impromptu conferences are one way to resolve conflicts quickly before they get any bigger.

Proactive and responsive. Informal restorative practices are the everyday tools that educators use to build community, prevent conflicts, and address minor issues before they escalate. These practices help students develop social-emotional skills and problem-solving abilities, creating a more positive and collaborative school environment.

Examples of informal restorative practices:

• Affective statements ("I feel... when... because...")
• Class meetings to discuss issues and build community
• Impromptu conferences to resolve conflicts
• Check-ins and check-outs
• Collaborative problem-solving
• Peer mediation programs

By consistently using these informal practices, schools can reduce the need for more intensive interventions and create a culture where students take responsibility for their actions and actively work to maintain positive relationships with peers and adults.

5. Formal restorative practices address serious harm and rebuild trust

The purpose of reentry plans is for students to reenter the learning community with minimal disruption after having to leave class to cool off or be suspended altogether after misbehaving.

Structured healing. Formal restorative practices are used to address more serious incidents of harm or ongoing conflicts that require a structured intervention. These processes bring together all affected parties to share their perspectives, understand the impact of actions, and collaboratively develop plans for moving forward. The goal is not punishment, but accountability, healing, and reintegration into the school community.

Key formal restorative practices:

• Victim-offender dialogues
• Family group conferences
• Classroom circles for addressing serious issues
• Reentry circles after suspensions or extended absences

These formal processes require careful preparation and skilled facilitation. They provide a safe space for expressing emotions, taking responsibility, and rebuilding trust. By involving all stakeholders in the resolution process, formal restorative practices increase the likelihood of sustainable positive outcomes.

6. Data analysis and early intervention support restorative approaches

Information about how a school is doing is all around us; we just need to be intentional about locating, analyzing, and leveraging it for school improvement.

Data-driven decision making. Effective implementation of restorative practices requires ongoing analysis of both quantitative and qualitative data. This information helps schools identify patterns, target interventions, and measure the impact of their restorative efforts. Additionally, early warning systems allow schools to proactively support students who may be at risk of academic or behavioral challenges.

Types of data to analyze:

• Disciplinary referrals and outcomes
• Attendance and tardiness patterns
• Academic performance trends
• Student, staff, and family surveys
• Qualitative feedback from restorative processes

By regularly examining this data, schools can adjust their approaches, allocate resources effectively, and intervene early to support students before minor issues become major problems. This data-informed approach ensures that restorative practices are responsive to the specific needs of the school community.

7. Shifting to a restorative mindset requires ongoing commitment

To avoid stigmatizing students, we prefer not to quantify their relative levels of risk (which state-generated reports tend to do). We don't want to inadvertently prime teachers to believe that some students are beyond salvation, and we certainly don't want students to give up, believing that their fate is preordained.

Cultural transformation. Implementing restorative practices is not a quick fix, but a long-term commitment to changing school culture. It requires ongoing professional development, reflection, and adjustment of deeply ingrained beliefs and practices. This shift can be challenging, as it often goes against traditional notions of discipline and authority.

Key elements for sustaining restorative practices:

• Consistent leadership support and modeling
• Regular staff training and coaching
• Integration into school policies and procedures
• Celebration of successes and learning from challenges
• Involvement of students and families in implementation
• Patience and persistence in the face of setbacks

Schools must recognize that the journey toward a fully restorative culture takes time and effort. By maintaining a growth mindset and continuously refining their approach, schools can create lasting positive change in their communities.

Last updated: September 28, 2024