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Case Studies

Articles discussing the use of restorative practices in individual cases.

W Bridges on Discipline with dignity: Oakland classrooms try healing instead of punishment
Happy endings are good. Admittedly the results of this RJ intervention were probably more the exception than the rule, but it is a good example [...]
Jain on Discipline with dignity: Oakland classrooms try healing instead of punishment
Yes,the boy should have been made to realise the mistake,asked to suggest his own punishment and assurance of corrective behaviour.How so ever the stress he [...]
D. Thomas on Discipline with dignity: Oakland classrooms try healing instead of punishment
Good story, but it seems too "happy ending". After more of than 20 years of experience, I hope that this RJ can improve the current [...]
Discipline with dignity: Oakland classrooms try healing instead of punishment
from the article by Fania Davis: Tommy, an agitated 14-year-old high school student in Oakland, Calif., was in the hallway cursing out his teacher at the top of his lungs. A few minutes earlier, in the classroom, he’d called her a “b___” after she twice told him to lift his head from the desk and sit up straight. Eric Butler, the school coordinator for Restorative Justice for Oakland Youth (RJOY—the author is executive director of the organization) heard the ruckus and rushed to the scene. The principal also heard it and appeared. Though Butler tried to engage him in conversation, Tommy was in a rage and heard nothing. He even took a swing at Butler that missed. Grabbing the walkie-talkie to call security, the principal angrily told Tommy he would be suspended.
Restorative practices in the university: How two professors and a student worked together to resolve conflict
from the article by Mary Hoeft, Sarah Bennett and Altravis Lewis: Altravis sat in the back of my algebra class. He missed class often. His work showed evidence of his struggle. When I focused on him, I could see a look of disengagement. One day as I stood at the front of the classroom discussing a problem, I heard Altravis shout out in frustration. I was shaken and scared. I knew that his outburst had rattled students. After class, I approached Altravis and asked what was going on. He apologized and explained that it wouldn’t happen again.
Student voices about restorative justice
In this four minute video, students from the San Francisco Unified School District share their experiences of restorative circles.
School's disciplinary message: We want you here
from Anne Stuhldreher's article in the San Francisco Chronicle: The head of security at Richmond High School is Darryl Robinson. But everyone there knows him as "Coach D." When he started 15 years ago, fights broke out nonstop. Students roamed the halls. And things didn't improve much over the years. Robinson remembers standing in front of a classroom and asking how many students had ever seen someone get killed. "Every hand in the room shot up," he said.
Crime and entertainment at Franklin High
from the article by Rick Holmes in MetroWest Daily News: When outrage-inducing incidents become media sensations, the authorities respond with the tools they have available. Educators point to politically popular “zero tolerance” policies. ....Police charge the thugs with whatever laws they can find — even unlawful wire tapping — and set the wheels of justice turning. There will be lawyers and hearings and plea bargains, fines and probably time behind bars.
Restorative justice in higher education: A compilation of formats and best practices
from the guide by Justine Darling: ....There are many restorative tools and processes that can be used in the university setting. This guide is specific to Judicial and Residential Life processes within Institutions of Higher Education. Addressed below are the five most common methods of implementation that are used at the 9 colleges and universities in this study. The goal of all 5 Restorative Processes is for the respondent to acknowledge responsibility, identify harm and obligations, and develop a restorative plan agreed upon by the person responsible and impacted parties. Language used in Restorative Judicial Processes is different than the language used in Traditional Judicial Processes so that stigmatization is less likely to occur.
Restorative justice
Hello,     I am currently a 4th year student at Simon Fraser University. I have taken an elective this semester on my first restorative justice class. [...]
Restorative practice: How young can we go?
Streethouse Junior and Infants is a small community school situated within an exmining, rural village in Wakefield, West Yorkshire. The children who attend are from the surrounding area that is believed to have a high depravation level and a history of deep rooted problems with drug and alcohol abuse. The school caters for children from 3 years old up to 11 years old when they transfer to either of two local high schools. After practicing SEAL (Social and Emotional Aspects of Learning) for six years the staff and governors decided to adopt a whole school approach to restorative practice to enhance their existing school practices for behaviour management. [from the article]
Restorative practice: How young can we go?
from the article by Charlotte Clerehugh: ...Three boys (aged 5 and 6) admitted collecting rocks from the perimeter of the school field and throwing them through the fence at staff cars. The two members of staff, whose cars were damaged, were very angry. Initial discussions took place with them and myself, (as Head Teacher) as to how to deal with the problem. It was apparent that the feeling was that the boys needed to be made aware that their behaviour had consequences, and exclusion was mentioned several times. However, as a school that had been implementing restorative practices over the last 18 months, staff soon realised that to simply exclude, in this situation, would go against everything we believed in.
Givin' them kids all the power. What's next? No discipline, no obedience, no...fist fights.
from the blog entry by Savannah Iverson on Restorative Justice Colorado: What you're about to read in this blog article, is a little about how I have changed over the past year, after joining the Restorative Justice (RJ) student team. I joined the team the summer before freshman year.First though, let me give a brief description of the Longmont High School RJ Team. We are a team of roughly 20 student facilitators that practice Restorative Justice in 3 schools in the SVVSD. It’s a program run by student facilitators for students in conflict.
Letter: Restorative Justice Program a valuable resource
from the letter by Conor B. Stott in Oregon Daily Emerald: Every day at this University I am constantly discovering new opportunities and programs available to us students. Last spring, after an unfortunate incident on campus caused by my friend and me, we had the opportunity to redeem our actions through the Restorative Justice Program at the University. At the time, I knew absolutely nothing about this program, and I am sure most students are currently unaware of what restorative justice is and how it works. The Restorative Justice Program is a group effort between Conflict Resolution Services and the Office of Student Conduct and Community Standards to resolve students’ infractions against the University in a manner that caters to the needs and wishes of both parties involved.
Shawn Verhey on The Salvation Army and restorative justice
This is great news. I run several RJ interventions at HMP Thorn Cross where I serve as the co-ordinating chaplain & I am very passionate [...]
The Salvation Army and restorative justice
from the article in The Dignity Project: “I will never forget my first brush with injustice” says Matt Delaney. “I was so hurt. I wanted pay back. I wanted to retaliate, to return the favour that I didn’t ask for. I did fight back. Strange though, after I unleashed my vengeance, all I felt was empty and alone. What was wrong with me? Where was the justice I was looking for? Why didn’t I feel justified?
Restorative Justice
44 years of mothering has taught me that anytime you listen and let the child in on determining the discipline, it will be more effective. [...]
Restorative justice and cheating in class
from Ben Chun's blog And Yet It Moves: Adventures in Teaching and Technology: I busted two kids for cheating in my AP Computer Science class today. What I didn’t know last night, while researching and documenting the way they cheated, is how much I would learn from that experience. ....I think in some circles Restorative Justice (RJ) has been presented as or labeled a “soft” solution that avoids actual punishment. But what I saw today was a much more satisfying solution to a the problem than an arbitrary and possibly ineffective punishment. As the dean and I stepped the two students (individually) through the process of answering the set of questions, I decided to throw in my own: “Are there any other cases, in this or any other class, where you crossed the line from research into academic dishonesty or plagiarism?” Now I’m not sure if the answer would have come out via another process, but I want to give some credit to RJ for helping one student admit that, yes, there were other classes in which this happened.
Because we have a system that is known as the 'justice system', I understand that we probably need to differentiate Restorative Justice from mere 'justice'. [...]
The promise of restorative justice: New approaches for criminal justice and beyond
reviewed by Martin Wright It is becoming increasingly clear that the principles of restorative justice can be used, as the editors say, outside the formal criminal justice system, and this book bears witness to that. Half is about criminal justice, and half about other applications in schools and elsewhere. The contributors reflect the book’s origins among a group at Fresno Pacific University in California, but other chapters come from Bulgaria, Canada, Hong Kong and the United Kingdom.

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