Change comes in many forms, the best of which are tailored to meet the specific needs of a community. Knoxville County Schools in Knoxville, Tennessee, which serves more than 60,000 students, took on the challenge of change, starting with five of their 94 schools. This commitment to change has made a tremendous impact on the dynamics of the relationships between parents and school staff, and students to their peers and teachers. The three middle schools and two high schools started their restorative practices implementation plan by first conducting a comprehensive gap analysis using systems thinking for each school. This approach to implementation is part of the IIRP’s Collaborative Application Consulting offering led by Koury Cook, Director of Organizational Development at the IIRP. Based on each school’s results, Cook developed individualized implementation plans to ensure a common thread of leadership training across all five schools.
Utilizing a holistic approach, Cook introduced systems thinking to address the unique challenges and opportunities within each school. Five IIRP coaches were assigned, one to each school, to facilitate the restorative training plans. This tailored approach allowed for targeted interventions and support based in a culture of restorative practices within each school community.
One of the most significant outcomes since the introduction of restorative practices to these five schools has been the increased involvement of parents in the school community. After engaging with a handful of parents, school leaders realized that communication was a barrier to reaching them. Based on feedback received through one-on-one and circle-style conversations as well as emails, the schools adapted their communication strategies in different ways, such as prioritizing social media for its accessibility. By educating parents on the core principles of restorative practices—including the social discipline window, fair process, circle processes, and the fundamental hypothesis—schools were also able to promote greater understanding and support from families.
Translators were specifically included in circle conversations and meetings in schools with high populations of Spanish speakers, ensuring those stakeholders had the opportunity to fully engage. As an outcome of one of the parent circles, a parent advisory committee was formed to facilitate ongoing dialogue and create a mechanism to follow up on issues discussed during meetings.
Parents were not only given a forum to voice their concerns but were also equipped with practical tools to implement restorative practices at home. For example, the “1-2-3 check-in” method helps parents gauge their children’s emotional state after school, mirroring the techniques used in the classroom. Nathan Waddell, a facilitator in KCS Department of School Culture, noted that “having somebody who is with your child every day, who is using these methods in the classroom, passing on that kind of tool to the parents, is invaluable.”
Students have greatly benefited from the implementation of restorative practices. The fair process approach has provided them with a secure platform to express their thoughts and concerns. Waddell stated that one of the most powerful moments in a circle format with a group of middle school students was when they were asked to identify “safe people” in their school environment. Students easily identified several teachers, staff, and administrators—not just counselors and social workers—that they would go to in certain situations, displaying a robust support network for times of distress, joy, or safety concerns.
The creation of restorative leadership teams (RLT) within each school has been pivotal. These teams support teachers in managing classroom dynamics and emotional regulation, particularly when reintegrating disruptive students. Programs like “Restore at the Door” involve restorative liaisons and interventionists who help students return to a state of calm and are ready to address any harm or disruption. Additionally, teachers are trained in emotional self-regulation, emphasizing shared ownership of the classroom space and collective responsibility.
Looking ahead, Knoxville County Schools are working to deepen parent involvement, strengthening the home-school relationship. Sustainability is a key focus, with plans to ensure that leadership teams can continue to train staff in restorative practices with fidelity. The successful methodology of assessment, gap analysis, and holistic planning will be expanded to other schools, broadening the impact of restorative practices across the district. Through this collaborative application of restorative practices, Knoxville County Schools are creating a more inclusive, supportive, and responsive educational environment for students, parents, and staff.
