Restorative Practice Paper

Restorative practices in a school system are a fairly new trend. Educators and administration across the globe are looking for different ways to serve the unique needs of the children and teens that they work with. According to Mirsky (2011), the fundamental theory of restorative practices is that people are happier, more cooperative, more productive, and more likely to make positive changes in their behavior when people in positions of authority, such as teachers or case managers, do things with them rather than to or for them. Restorative practices engage students to a point where they are able to take responsibility for their behavior and build positive relationships. This paper provides a look into three restorative practices schools could

Meditation is a family of techniques that have in common an attempt to focus attention in a nonanalytical way, and attempt not to dwell on the thoughts that come into one’s mind (Wisner, Jones, & Gwin, 2010). Meditation could be applied as intervention and prevention. As an intervention in schools, meditation could replace discipline referrals or suspensions in some situations. For example, a student that is emotionally escalated will most likely become even more escalated if he or she thinks that a discipline referral or suspension is in their future. If this child were to have the opportunity to channel their attention somewhere else, through meditation, they could avoid the more negative outcome. By practicing meditation, this student sees that they were given the opportunity to take control over their actions and feelings, instead of someone else taking control of them. This would allow for more healing, trust, and growth in the student-faculty

Every student in a school does not learn the same way. This may cause challenges for teachers, school administration, and student support workers such as case managers. These professionals are seeking ways to serve the unique needs that their students have, but discipline referrals, suspensions, and isolations do not leave room for growth, learning, or healing. Traditional “punishment” in schools is not always helpful, and can cause more distress in the student. When it comes down to it, children and teens need to be able to express their thoughts that lead to their feelings, which lead to their behaviors. They need to know that their school climate is one that promotes holistic health, trusting relationships, and a safe environment for expression. Case managers in school settings can play an important role as an advocate for restorative practices. They may be able to show this kind of research and outcomes to school administration, to show them how profound of a change it could have on the school and everyone in it. Restorative practices such as meditation, yoga, and creative art therapy are three options for schools to put in place of discipline referrals, suspensions, and isolation. These three restorative options leave room for creativity, growth, learning, coping mechanisms, outlets for energy, redirecting feelings, and healthy relationships. We want to give our students tools for success, not reasons