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Articles exploring the inclusion of restorative practices in the school environment including statement of good practice.

González, Thalia. Restoring justice: Community organizing to transform school discipline policies.
As the number and intensity of organizing efforts has grown, communities have begun to transform the nature of school discipline in increasingly visible ways. These campaigns are not traditional education reform efforts, but rather are propelled by forces outside the school system, like the traditionally disenfranchised communities underserved by public schools. Through local community organizing, a number of alternative prevention and intervention strategies have been implemented across the country. The scope of this article is therefore twofold: first, to broadly consider community organizing for school discipline policy reform and second, to highlight the specific impact of an organizing campaign that led to the implementation of a restorative justice program and adoption of a new school discipline policy in Denver, Colorado. This multifaceted strategy for education reform, restorative justice program implementation and district-wide discipline policy change, not only focuses on eliminating unnecessary suspensions, expulsions and ticketing of students, but promotes healthier school communities while positively impacting larger issues of school safety, high dropout and low graduation rates. Part I provides an introduction to and context for community organizing for school discipline policy reform. Part II outlines the negative *6 impacts of punitive school discipline policies. Part III presents a broad foundation for understanding community organizing for school discipline policy reform. Part IV discusses the multi-year organizing campaign of Padres y Jóvenes Unidos for school discipline policy reform in Denver, Colorado. Part V explores the impact of the restorative justice program and the new discipline policy in Denver Public Schools District. Part VI considers the role that community organizing for school discipline policy reform will play in creating a sustainable solution to restoring justice in public schools. (excerpt)
Preble, William and Langdon, Susan W.. The relationship between levels of perceived respect and bullying in 5th though 12th graders.
There are several avenues of inquiry that seek to understand and ameliorate the problem of bullying in schools, including the strategy of fostering respect. To date, however, there is little empirical literature testing the presumed relationship between respect |and bullying. This study examined this relationship with surveys {N = 3,147) and interviews (N = 315) administered to 5th through 12th grade students in 26 public schools. Surveys assessed perceptions of respect from adults, respect from peers, and frequency ratings of observed and experienced bullying. Analyses indicated that perceived levels of respect were moderate overall and varied greatly by school and demographics. Approximately 15% of students reported that they observed physical bullying at least weekly and 12% said they were picked on daily. Demographically, males, minorities, 9th and 10th graders, and non-college bound students perceived significantly lower levels of adult and peer respect and higher amounts of buUjdng relative to comparative groups. Levels of respect significantly predicted frequency of bullying in a regression. Interviews indicated that, contrary to common belief, bullies were the popular students. This study highlights the importance of respect in understanding and improving the socioemotional and physical experience of students. (excerpt)
DeWitt, Douglas M. and DeWitt, Lori J.. A case of high school hazing: Applying restorative justice to promote organizational learning.
While collegiate fraternity and sorority hazing are well documented problems that receive prominent attention, hazing at the high school level is also a serious issue. Across the nation, media headlines offer a continual reminder that high school hazing is not a phenomenon of the past. As high school principals seek ways to discourage and eliminate incidents of high school hazing, it may be useful to examine a model that was implemented after a nationally covered, major hazing incident that occurred at a large Upper Midwestern high school. The case study analyzes the incident at the time and a follow-up study of the school several years later. A restorative justice program was designed and successfully implemented to address both the hazing incident and a school and community culture of acceptance and encouragement. A follow-up study conducted 7 years after the original incident suggested that the behaviors and the culture had changed. (author's abstract)
Statement of Restorative Justice Principles in Schools
Lyndsey Sharp,a researcher with the Restorative Justice Consortium in London provides an overview of the development of the Consortium's Statement of Restorative Justice Principles as Applied in the School Setting.

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