I’m writing this article because it is directly related to an issue that a teacher I’m mentoring is dealing with. Restorative practices have become popular in many schools as an alternative to traditional school discipline. There are many studies that show its efficacy in decreasing suspensions and racial injustice.
However, it seems to also be greatly misunderstood and not practiced correctly. It actually takes a lot of time, effort, and a whole school investment to properly incorporate this system of social discipline. Things like tribunal, circles, etc. are required to properly implement authentic restorative justice.
Often, there’s not enough professional development for teachers to really be equipped to do this. What is restorative justice? Here is a great article that goes into detail.
In summary, restorative justice in schools is a high control and high support type of discipline. It relies on accountability and repairing of relationships. Teachers need a lot more clarity and support to implement this. Bad implementation can lead to no consequences, habitual abuse by perpetrators, victims left feeling victimized and suffering low self-esteem, and more disruptions in the classroom.
However, this doesn’t mean that we should give up on it, even if it’s not something your whole school practices. The ideas behind restorative justice are great and beneficial for cultivating accountability, self-efficacy, communication, and relationship building in the classroom. We can certainly and should implement restorative practices in our own classrooms. Basically, you’re teaching your students how to repair relationships they’ve harmed because of their actions and how to speak up and advocate for themselves if they’re on the receiving end of an offense.
However, it is very very important to really clarify what restorative justice is. It’s not a lack of consequences and accountability. It’s not enabling. It requires effort and courage on the teacher’s part to have difficult conversations that confront students behaving in an unacceptable manner. Sometimes, teachers unwittingly get into their heads that they are using restorative justice. However, they are actually enabling and being permissive of bad behavior because they are afraid of being punitive. We get into grooves of laziness and cowardice. Because, yes, it takes effort and lots of it. Mental, emotional effort. And time. Because you are dealing with real human beings with complicated emotions and backgrounds.
I just want to make an appeal that we be aware of ourselves when we are implementing restorative practices in the classroom. Are we really holding the students accountable with consequences that require them to repair the relationships they’ve damaged and redeem their social standing in the classroom? Is the classroom still a safe environment for all? You have to restore not just the relationship but also the safety of the learning environment. Or are we being permissive, or worse, enabling of anti-social behaviors like bullying because we “don’t believe in punitive” measures? So then we go to the other extreme.
It takes a lot of time and behind the scenes work to facilitate the difficult conversations that might need to happen. But they’re important. And we need to take the time and effort. By being “merciful” and letting the offender slide with little consequence, we are actually doing more harm to their human development. Are we helping them grow into a fulfilled, fully functioning part of society or are we sending the erroneous message that deviant behavior is acceptable and all you have to do is say you’re sorry to avoid jail time?