At the International Institute for Restorative Practices Graduate School, we see our work as “The Science of Relationships and Community.” This definition centers our efforts in proactively building connections amongst individuals where sense of belonging is the primary outcome. This belonging, in turn, becomes a contributing factor in reducing the negative data points which caused a school to explore restorative practices. Rather than seeking a new approach to discipline which often is interpreted as the removal of consequences, I like to urge all I encounter to recall the noble reasons they became an educator and reclaim the power of relationships at work to intentionally build a culture of belonging and watch the data shift itself.
Early efforts to implement restorative practices in schools often begin focused solely on student disruption and discipline. This causes meaningful, relational work to be frequently halted as these perceptions overlook the primary goals of restorative practices which are engagement, human connection, and improved relationships between staff, students, and families. “If systems are not innately restorative, then they cannot hope to effect change simply by providing an occasional restorative intervention. Restorative practices must be systemic, not situational.” This quote by Ted Wachtel, founder of the IIRP, always guides me as I work with schools exploring methods of strengthening relationships and community.
As the COVID-19 pandemic began to unfold and students were being sent to learn from home, I saw so many schools account for the humanity of the situation. Many systems rapidly developed means to feed children at their homes, provide families with technology support, and communicate more effectively than years past. Basic needs became the primary goal.
As in-person learning was reintegrated to the norm, I saw many systems come back with learning loss as the primary focus. This shift often disallowed basic needs of staff, students, and families to be considered. School staffs and their need to recalibrate and even rebuild their community were regularly ignored as the focus became academics. Adults without basic needs met were then expected to meet high-level needs of children, who also arrived with basic needs unmet and societal norms unlearned. It should be no surprise then the level of stress and difficulty these past few years have provided.
Taking a systemic approach with restorative practices as the vehicle to build a culture and climate of true belonging is how impact and change can be cultivated. District office leadership can find truly engaging ways to hear staff concerns, promote future vision, and connect with families around shared goals for the children who comprise the future of their community. Working with all stakeholders in a manner that is relational and respectful of voice will only empower systems to find best paths forward in the continued difficulties which lie ahead.
When engagement and belonging become focal points, school-based staff are more equipped to address root cause while reducing symptoms. Principals will have explicit plans to proactively build the community of adults under their leadership while sharing explicit expectations of what it means to function healthily in their community. All too often, restorative practices become a tool only utilized after bad behavior occurs. This shift of paradigm focuses on building community and belonging to such a degree that behavior occurs less frequently, and when it does, an inclusive plan of action is ready to be activated. When a child is referred to the office for an intervention involving administration, it is more likely to be a genuine concern and less of a nuisance behavior.
Teachers are reminded of the power of relationship in their space and equipped to address issues of harm as they arise. Belonging and relationship, not threat of suspension or exclusion, become the motivation for reducing the incidents of harm. Creating a warm yet demanding environment is where deep, meaningful learning is most likely to happen and too often warm is overlooked. Building relationships and community may appear to take time away from content delivery yet it may be returned tenfold in reduction of disruption.
Instead of restorative practices being one more thing on our plates, we should instead see it as the plate holding all other options. We can do education in a more engaging manner. We can do discipline in a more engaging manner. We can build our culture and climate in a more engaging manner. We can lead in a more engaging manner. Restorative practices cannot be responsive and isolated. It must be proactive and systemic.
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Dr. Ryan Fenderson is the Director of School-Based Implementation at the International Institute for Restorative Practices Graduate School. He is a former teacher and program developer for at-risk youth. His doctoral dissertation examined how teacher personality traits can correlate to success in the classroom, increased tenure and retention, and inform hiring and mentoring practices. Ryan lives with his wife and children in Twin Falls, Idaho.
