Restorative Practices

Build proactive, community-building restorative practices into your classroom

Restorative practice is a social science framework drawn from a variety of fields - education, criminal justice, and organizational management, among others. The goal of restorative practice is to build relationships and a sense of community among a group of people. Restorative practices have been widely used in the K-12 education system to create positive, healthy school environments. While restorative practices have been most commonly employed in the K-12 setting, they are emerging as a promising practice for higher education practitioners as a means of building social connections amongst students (Baral-Adams et. al, 2020).

Promote positive mental health in all students

Emerging Practice: While there is a growing base of literature on the efficacy of restorative justice (focused on repairing harm), there is limited evaluation data on the benefits of restorative practices (focused on proactive community-building). It should be noted that a majority of these studies are qualitative and none thus far have utilized rigorous evaluation design. Fronius and colleagues (2019) recently published a comprehensive literature review documenting the outcomes from the current research landscape:

• Increased connectedness among students (Wachtel & Wachtel, 2012;

Brown, 2017) • Improved relationships between teachers and students (McCluskey et. al, 2008; Brown, 2017; Short et. al, 2018) • Increased in attendance (McCluskey et. al, 2008) • Increased academic achievement (Short et. al, 2018)

While there are many components of the restorative practice framework, one selected strategy, circle practice, is most relevant to college faculty. The elements of circle practice are outlined below, including a section on applicability to online classroom environments.

Circles are an easy, accessible tool to build relationships among students. Two common uses of circles include an icebreaker exercise for a new group of students and a short check in prior to a lesson or breakout group activity. As an impartial facilitator, the professor sets the tone for the group by role modelling an appropriate answer to the posed question. One of the most important aspects of circle practice is the guarantee that each person is provided an opportunity to speak. This can be accomplished by moving in sequential order around the circle. While not all classrooms allow for rearranging seating, professors can make accommodations based on the space available.

Professors can utilize circles in both small and large classrooms. If the class is between 5 and 10 students, one group circle can be used. Those teaching in large lecture-style classes can break students up into small groups of 5 - 7 each. It is important to establish circles as a regular practice at the beginning of the course. This allows students to accept the practice as part of the classroom culture and something to be expected. Prior to leading circles, it is important to review guidelines for circle practice. Below is a list of sample agreements. Professors can tailor agreements to best fit the needs of their students.

• Circles are safe: no one will interrupt and students always have the option to pass on their turn • Circles are confidential: what is said in the circle stays in the circle • Circles are expressive: use “I” statements

• Circles are respectful: talk only when you have the talking piece • Talking Piece: any object used to designate the speaker

Circles can be used to achieve a variety of different purposes. While the overarching goal is to build connection among students in your classroom, not every circle has to be a personal check-in. Professors can use circles to set goals at the beginning of a lesson or assess comprehension. Below are a few examples of how to use circles to accomplish different goals in the classroom.

Example 1: Icebreaker

Example 2: Check In

Example 3: Goal Setting

Example 4: Comprehension Check

Purpose of Circle: Help students get acquainted with one another Sample Questions: Where are you from and what is something the place is known for? What is the story behind your name? Share three things that fill you up personally or professionally.

Purpose of Circle: Provide opportunity for conversation and communitybuilding prior to lesson Sample Questions: What’s something you’re looking forward to this week? What is something that made you laugh recently? Tell us one thing that’s on your mind this week.

Purpose of Circle: Review goals for lesson/assignments Sample Questions: What steps have you made in working on your assignment? What is one thing you hope to accomplish today?

Purpose of Circle: Review lesson content; assess comprehension Sample Questions: Describe one key takeaway from today’s lesson. What is one lingering question you have?

• Microphones are muted upon entry • Unmute your microphone when facilitator calls on you • When you are done talking say “I pass the talking piece” and select another person • Mute your microphone again when you are done talking

For those wishing to learn more about circle practice, the International Institute for Restorative Practices provides detailed information on their website: https://www. iirp.edu/defining-restorative/5-2-circles.

Baral-Adams, G., Hala, A. & Hickman, K. (2020, October 27). Applying restorative practices to advance health equity in higher education [Conference session]. American College Health Association Health Equity Summit.

Brown, M. (2017). Being heard: How a listening culture supports the implementation of schoolwide restorative practices. Restorative Justice, 5(1), 53–69.

Fronius, T., Persson, H., Guckenburg, S., Hurley, N., & Petrosino, A. (2015). Restorative justice in U.S. schools: A research review. San Francisco: WestEnd.

McCluskey, G., Lloyd, G., Kane, J., Riddell, S., Stead, J., & Weedon, E. (2008). Can restorative practices in schools make a difference? Educational Review, 60(4), 405–417.

Short, R., Case, G. & McKenzie, K. (2018). The long-term impact of a whole school approach of restorative practice: the views of secondary school teachers. Pastoral Care in Education, 36(4), 313-324.

Wachtel, J., & Wachtel, T. (2012). Building campus community: Restorative practices in residential life. Bethlehem, PA: International Institute for Restorative Practices.