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Resources for developing restorative processes in the school setting.

Caldeira, Bruno and Hopkins, Belinda. Public support for RJ: Creating a restorative society by starting young Restorative practices in schools
There is a tendency to associate the phrase ‘restorative justice’ with judicial systems (alternative or complementary) and with reactive processes when harm has been caused by offending behavior. However there is far more to restorative justice than this, and the phrase ‘restorative approaches and practices’ hints at the potential of what is, for some, a radically new way of conceptualizing community and conflict. One of the main goals, for those who work in this field, is to inform public perception of both community and conflict and to enhance people’s confidence and competence in building community and addressing conflict. Therefore we believe the work with children in schools is a good road to follow. Implementing restorative approaches/practices in schools can be a way for children to learn and internalize new concepts of community and of justice, based on restorative principles. In that way we will have in the future adults who are familiar with restorative ideas and thus more emotionally literate, more committed to community and, in case harm and conflict arise, they would be more willing to explore restoration rather than retribution and revenge. (excerpt)
Ttofi, Maria M. and Farrington, David P. School-based programs to reduce bullying and victimization.
This report presents a systematic review and meta-analysis of the effectiveness of programs designed to reduce school bullying perpetration and victimization (i.e. being bullied). The authors indicate the pitfalls of previous reviews and explain in detail how the present systematic review and meta-analysis addresses the gaps in the existing literature on bullying prevention. (excerpt)
Wachtel, Joshua and Costello, Bob and Wachtel, Ted. The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators.
The Restorative Practices Handbook is a practical guide for educators interested in implementing restorative practices, an approach that proactively builds positive school communities while dramatically reducing discipline referrals, suspensions and expulsions. The handbook discusses the spectrum of restorative techniques, offers implementation guidelines, explains how and why the processes work, and relates real-world stories of restorative practices in action. (publisher's description)
Davey, Les and Preston, Nicola. An Introduction to Restorative Practices: Guidance and Implementation for Ages 11-18.
Built around an engaging story of an incident of wrongdoing and a restorative meeting held to address that incident, Part 1 of the workbook and guidance book is designed to introduce children and young people to the concept of restorative practices. Part 2 deepens this understanding by introducing key elements of restorative practices, including the Social Discipline Window, the Restorative Questions, Fair Process and Compass of Shame. The guidance book includes a resources CD and a 'Guide to Effective and Sustainable Implementation of Restorative Practices."
Claassen, Ron. An Introduction to 'Discipline that Restores'
Ron Claassen describes a restorative disciplinary program used in a school in California. The program, "Discipline that Restores" (DTR), was developed by Ron Claassen and his wife, Roxanne, to apply restorative justice principles in a school setting. A teacher in the school, Roxanne uses the program in her class of eighth graders, and they provide training for other teachers in the school. In this paper, Ron Claassen explains the principles of "Discipline that Restores," sketches a model he developed to illustrate four options for handling conflict, and recounts how another teacher uses a modification of victim-offender reconciliation to deal with conflicts between students and teachers.
Cameron, Lisa and Thorsborne, Margaret. "Restorative justice and school discipline: Mutually exclusive?"
The first school-based community conference in Queensland, Australia, was held in 1994 in response to a serious assault. That led to significant interest in applying this form of restorative justice, in addition to other more traditional strategies, more broadly in the schools. Studies of the use of conferencing in the schools over a two year period revealed certain tensions and problems between existing philosophies and practices and restorative interventions such as conferencing. From all of this, the authors address issues relating to restorative justice philosophy in a school setting. They suggest guidelines for successful implementation of restorative practices, and they argue for a paradigm shift in education to a restorative justice philosophy.
Costello, Bob and Wachtel, Joshua and Wachtel, Ted. Restorative Circles in Schools: Building Community and Enhancing Learning
Restorative Circles in Schools is an in-depth guidebook on the use of the circle, an essential restorative practice for schools. The book includes a wealth of practical knowledge on circles, drawn from the experience of the International Institute for Restorative Practices, which has worked in a wide variety of settings worldwide. Stories from numerous educators illustrate the circle's use in diverse situations, including proactive circles for improving relationships and enhancing academics, responsive circles to solve problems and address conflict, and circles to address issues among faculty, staff, and administrators. (Excerpt)
Gellin, Maija. How can a school using the peer mediation system, in cooperation with a local VOM-office and police, increase the understanding of restorative practices
This presentation described the use of the steps of mediation in the whole school community, which includes pupils, school staff, parents and in some cases also youth workers and police... According to our experience, when the peer mediation method is used in a school, the practice affects positively the whole community, which starts to understand mediation as a positive method to use in many kinds of conflicts. (excerpt)
Stern, Fred. Peer mediation in secondary school.
This workshop [presentation]provides an overview of peer mediation in secondary schools where the presenter has worked with teachers/students in this program since 1990. What’s worked, what hasn’t? How are other schools using this program?
Broomfield , Adam. Bumps, knocks and potholes on the restorative roadway.
This PowerPoint presentation is from a workshop exploring presenter's experience with implementing restorative practices in the school environment. It includes both the things that went well and those that did not.
Blair, Geoff. Teacher talk, restorative practice, and tricky kids.
This PowerPoint presentation was from a workshop exploring the topic of teacher language. The workshop description was "A practical and theoretical session on the affect of teacher language on the mood of the classroom. The use of circles at the start of the year, semester or topic will set the tone for the class. When teachers and their classes have shared expectations and a clear understanding of how the class will operate it becomes the reference point for when things don’t go well. The primary factor in influencing student achievement is the teacher. When teachers focus on relationships, are concise and consistent with their language, the learning community becomes cohesive and strong. A strong learning community is the greatest gift a teacher/school can provide for kids who struggle and take up so much of student manager’s time."

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