Book Review: The Burnout Cure

cause more harm than good. Teachers may feel they have maintained the power in their classroom, but they can cause immense harm to a child’s socialemotional wellbeing and even cause the child to display increasingly challenging behaviors. And what’s more, use of these policies leads to students missing valuable opportunities to learn new skills and foster positive relationships with peers and staff. There are many lessharmful alternatives available—strategies that minimize disruptive behavior while supporting the child as a person. Classroom management needs to shift to trauma informed, restorative practices that decrease the likelihood of challenging behavior while teaching new skills and reinforcing the use of those skills. These positive practices create environments that may require less behavior management in the future, because they are responsive to students’ needs.

References

Amstutz, L. S., & Mullet, J. H. (2005). The little book of restorative discipline for schools: Teaching responsibility; creating caring climates. Good Books.

Dendy, C. Z. (2021). Why taking away recess is a counterproductive punishment. ADDitude Magazine.

https://www.additudemag.com/ the-right-to-recess/

Garrett, J., McInnis, C., Rogers, D., Thompson, L., & Whitfield, L. (2020).

Bringing restorative justice into your classroom. The Educator’s Playbook.

University of Pennsylvania Graduate School of Education. https://www. gse.upenn.edu/news/educatorsplaybook/restorative-justice

Jung, L. A., & Smith, D. (2018). Tear down your behavior chart! ASCD. https://

www.ascd.org/el/articles/teardown-your-behavior-chart

McLoughlin, G. M., Massey, W. V., Lane, H.

G., Calvert, H. G., Turner, L., & Hager,

E. R. (2021). Recess as a practical strategy to implement the whole school, whole community, whole child model in schools. Health Education

Journal, 80, 199-209.

McNeill, K. F., Friedman, B. D., & Chavez, C. (2016). Keep them so you can teach

them: Alternatives to exclusionary discipline. International Public Health Journal, suppl. Special issue: Social work and health inequalities, 8(2), 169-181.

Ortega, L., Lyubansky, M., Nettles, S., & Espelage, D. L. (2016). Outcomes of a restorative circles program in a high school setting. Psychology of

Violence, 6(3), 459–468. doi:10.1037/ vio0000048

Song, S. Y. & Swearer, S. M. (2016). The cart before the horse: The challenge and promise of restorative justice consultation in schools. Journal of Educational and Psychological

Consultation, 26(4), 313-324. DOI: 10.1080/10474412.2016.1246972

Thompson, J. (2016). Eliminating zero tolerance policies in schools:

Miami-Dade county public schools’ approach. Brigham Young University

Education & Law Journal, (2), 325–349. Dr. Jessica Zanton is an Assistant Professor of Special Education at Eastern Illinois University in Charleston, Illinois. A former educator of students with moderate-severe disabilities, she is passionate about the use of evidence-based behavior supports, Universal Design for Learning, and inclusive out-of-school care for all students. Her email is jjzanton@eiu.edu

Dr. Louise M. Yoho is an Assistant Professor of in the School of Education at Southern Illinois University. Dr. Yoho has an M.S. in Special Education from California Baptist University and a PhD in Educational Studies from Claremont Graduate University. Her research, writing, and teaching focus on the policies and practices that impact diverse students, especially those in rural areas. Her email is louise.yoho@siu.edu