ESJ Statement on Restorative Justice
Educators for Social Justice (ESJ) affirms restorative justice practices as a means toward promoting inclusivity and equity in classrooms and schools. Restorative practices are an alternative to punitive discipline policies which funnel children and youth into the school-to-prison pipeline.
Restorative justice practices allow people in the school community to resolve conflict, promote academic achievement, and address school safety. The focus is on building community, belonging, and dignity. Ideally, when restorative justice is integrated into a school’s culture, disciplinary issues are prevented from occurring.
An example of a restorative practice is gathering in a circle where students can reflect on their choices and how their behaviors may have harmed or helped other people in the classroom. Students develop the empathy and socio-emotional competence to understand how their choices impact people and what it means to truly belong to a community. They learn how to offer forgiveness, take responsibility for their actions, and reconcile differences.
When an incident does occur, restorative practices focus on repairing the harm in the relationship between students or between students and teachers. Attention is paid to the well-being of everyone in the community.
There is a growing body of evidence that suggests that restorative justice practices can promote a positive school climate, students’ sense of belonging, and promote an inclusive school culture (Armour, 2013; González, 2012).
ESJ recognizes that restorative justice can be practiced at the classroom, school, and school district level. We will continue to work to build a network of educators, schools, and school districts who are committed to restorative justice practices as a vehicle for creating equity and social justice.
References:
González, T. (2012). Keeping kids in school: Restorative justice, punitive discipline, and the school to prison pipeline. Journal of Law Education, 41 (2), 281-335.
Armour, M. (2013). Ed White Middle School restorative discipline evaluation: Implementation and impact, 2012/2013, sixth grade. Retrieved from the University of Texas at Austin, Institute for Restorative Justice and Restorative Dialogue Web site: http://www.utexas.edu/research/cswr/qi/pdf/Ed-White-Evaluation-2012-2013.pdf
Restorative justice practices allow people in the school community to resolve conflict, promote academic achievement, and address school safety. The focus is on building community, belonging, and dignity. Ideally, when restorative justice is integrated into a school’s culture, disciplinary issues are prevented from occurring.
An example of a restorative practice is gathering in a circle where students can reflect on their choices and how their behaviors may have harmed or helped other people in the classroom. Students develop the empathy and socio-emotional competence to understand how their choices impact people and what it means to truly belong to a community. They learn how to offer forgiveness, take responsibility for their actions, and reconcile differences.
When an incident does occur, restorative practices focus on repairing the harm in the relationship between students or between students and teachers. Attention is paid to the well-being of everyone in the community.
There is a growing body of evidence that suggests that restorative justice practices can promote a positive school climate, students’ sense of belonging, and promote an inclusive school culture (Armour, 2013; González, 2012).
ESJ recognizes that restorative justice can be practiced at the classroom, school, and school district level. We will continue to work to build a network of educators, schools, and school districts who are committed to restorative justice practices as a vehicle for creating equity and social justice.
References:
González, T. (2012). Keeping kids in school: Restorative justice, punitive discipline, and the school to prison pipeline. Journal of Law Education, 41 (2), 281-335.
Armour, M. (2013). Ed White Middle School restorative discipline evaluation: Implementation and impact, 2012/2013, sixth grade. Retrieved from the University of Texas at Austin, Institute for Restorative Justice and Restorative Dialogue Web site: http://www.utexas.edu/research/cswr/qi/pdf/Ed-White-Evaluation-2012-2013.pdf
