Picture this playground scene: A student kicks a ball to a friend and another student intercepts the ball, running away with it. Soon there are tears, followed by chasing and yelling.
What happens next?
This is dependent on what type of school the students attend. Is it a traditional model, or do they attend a restorative practices school?
“In a restorative practices school these kids would meet up with a mediator who facilitates problem solving,” Pagosa Peak Open School (PPOS) sixth-grader Quinn said. “We focus on repairing the harm that’s been done to the person and their relationship instead of giving them a punishment.”
On Jan. 16, students at PPOS celebrated restorative practices with a showcase night, during which the community was invited to learn more about how restorative practices shows up in the school, and what it looks like. Students did a demonstration of a mediation, Randy Compton from Restorative Solutions spoke about the history and importance of restorative practices, and community members shared snacks while reviewing student work.
Displays of “talking pieces,” case studies and reflection showed what restorative practices means to the students.
Additionally, Compton worked with the school’s Restorative Practices Student Board on its role in the school.
“After the training I felt more confident and prepared to mediate conflict. We got a chance to practice and ask questions, and he shared books with lots of information in them,” Quinn said. “I joined the board because I knew I would get to help bring people together and help friendships happen in our school. Now I feel more comfortable in my role doing those things.”
While students on the board participate in conflict resolution, restorative practices includes practices that build and sustain a community, said PPOS Restorative Practices Coordinator Sarah Troxtell.
“I see restorative practices in action throughout the school — in opening and closing circles; in communications between students, advisors and parents; in the tools we use to manage conflict; and in the rituals we’ve established to foster community,” Troxtell said. “The impact on student life is significant. Students become more aware of their emotional states and how those states influence the broader community. They learn to articulate what they need to thrive and succeed at school.”
Compton emphasized the positive outcomes of restorative practices in schools.
“When restorative practices are implemented well — and it takes time and diligence to do it well — we have seen tremendous benefits in a number of ways,” he said. “Students are more engaged and test scores improve. There is an increase in empathy, resilience and lifelong conflict resolution skills, something that will serve them far into the future in their relationships and careers.”
PPOS is in its fifth year of implementation of restorative practices, and has not only seen a drop in office referrals and suspensions, but also an increase in test scores and student engagement.
“Restorative practices is an integral part of the culture and community at PPOS,” PPOS Middle School Advisor Rue Graham said. “It heavily relies on cultivating positive relationships with students as a proactive approach for classroom management and community engagement. There have been many instances when a problem has arisen that is easily solved with a conversation and agreement to focus on relationship repair rather than imposing punitive consequences for negative behavior.”
