Lillian Townsend

EBD Fast Facts #1: Restorative Justice

SPED 442 - 500

1/28/15
 EBD Fast Facts #1: Restorative Justice

Restorative justice views crimes and a violation of individuals and allows or

the offender to repair the harm that they caused to others. Restorative
justice is a non-putative alternative to zero tolerance policies and
suspensions/expulsions (Ruddy, Ryan 2015). Restorative justice practices
include: mediation, conferences, school accountability boards, daily informal
meetings, classroom circles, restorative dialogue, restorative youth courts,
and peer mediation. While there are many differences in opinion on the
definition, goals, and steps of restorative justice, it has been proved to
decrease the number of suspensions, expulsions, and referrals in schools and
is currently being implemented in many states across the US as well as New
Zealand, Australia, Chile, Canada, and Brazil.

In Denver, CO, the number of police tickets decreased by 68%, out of school
suspension decreased almost 40%, and expulsions decreased by 82%. In
Palm Beach, FL schools, suspension days dropped by 130-300 days, referrals
decreased by 78% and absences decreased by 54%. In Oakland, CA,
suspensions dropped by 87% and expulsions were completely eliminated. A
Palm Beach teacher was quoted as saying that ...students like being
heard...many of our students... dont even know certain actions are wrong.
This opens the door to teach students acceptable and appropriate behaviors,
behaviors that will be expected of them in mainstream society. and a
student in Santa Fe explained ...I have gained self-confidence and have
found myself helping others. I realize that they are capable of being
accountable for their actions. I have also learned how to be a better person
by not judging others (American Institute for Research, 2013).

There are many benefits to restorative justice for all those involved. The
individual who committed the crime recognizes the affects of their actions,
takes responsibility for what they have done, becomes a part of the solution,
and changes their future behavior. The individual harmed by the crime has a
voice and choice in the process, tends to be less intimidated because the
process is less formal, can express their need for reparation, and tends to
feel power, safety, and reassurance.

Restorative justice is a kid friendly, non-punitive alternative to suspensions

and expulsions. It does not, however, need to only be applied towards the
more serious offenses. Restorative justice can be used for offenses of all
severities: violence, vandalism, theft, disrespectfulness, bullying, etc. This
can be used with all children at all ages. Rita Alfred, the co-founder of the
Restorative Justice Training Institute, explains that restorative justice can be
used in a similar manner as PBIS and other whole-school approached. The
bottom segment of the triangle (the whole school) focuses on prevention and
skill building while re-affirming relationships. The middle segment (small
group) concentrates on early intervention through mediation restorative
chats, and classroom circles while repairing relationships. Lastly, the top of
the triangle (the students who in need of individualized support) emphasizes
restorative group conferencing to re-build relationships (American Institute
for Research, 2013)

While there is evidence that restorative justice is an effective alternative,

there is a considerable amount of research left to be done on the
implementation and effectiveness of restorative justice. Some questions that
will guide future research include what actions must be taken to shift from
traditional punishment options to restorative justice, how engaged and
committed must staff be to restorative justice, and what are the staff and
student attitudinal outcomes associated with restorative justice (Fronius,
Guckenburg, Hurley, Perrson, & Petrosino, 2013).

While I could not find any articles relating to the impact of restorative justice
specifically on students with special needs, I personally think that it could
benefit that population of students more so than any others. Restorative
justice focuses so much on righting the wrong and learning from
experiences so when many of our special education students already need
that extra push to determine social cues, distinguish between right and
wrong, and understand what is and is not acceptable in a variety of settings,
I think that a process for learning and repairing what has been done is
absolutely perfect for our students. As quoted earlier, some students who
were being punished by disciplinary actions such as suspensions and
expulsions did not even realize that what they were doing was wrong. We
discussed in class that students with disabilities, especially
emotional/behavioral disorders and learning disabilities, are more likely than
their general education peers to be suspended and that disciplinary actions
like that are not effective (Bowman-Perrot, 2016). Restorative justice is a
positive alternative that will allow our students to understand what they did
was wrong, see its impact on others, and change their future behavior.

If restorative justice was not something already implemented at the future

school where I will be teaching, I would definitely discuss the possibility of
implementing it with the school administrators. After reading the articles Ive
seen regarding restorative justice, I am surprised that more schools and
districts are not already implementing it. I also think that restorative justice
would be effective on a smaller scale, even if just in a classroom
environment. I dont think it needs to be a huge, extravagant process. At my
summer school, if a student puts down or bullies another student they must
then give that student at least two affirmations, we have very little problems
with rudeness and disrespectfulness now, and instead our students are much
kinder to each other. I think for the students with EBD who engage in
externalizing or disruptive behaviors especially, restorative justice could be a
helpful process to use.
 References

American Institute for Research (2013) Stemming the School-to-Prison

Pipeline: Applying Restorative Justice Principles to School Discipline
Practices [webinar PowerPoint slides]. Retrieved from
https://safesupportivelearning.ed.gov/events/webinar/

Bowman-Perrot, L. (2016) Characteristics of Emotional and Behavioral

Disorders: Overview and Internalizing Behaviors [PowerPoint slides].
Retrieved from https://ecampusprod.tamu.edu/webapps/blackboard/

Fronius, T., Guckenburg, S., Hurley, N., Perrson, H., & Petrosino, A. (2015).
What Further Research is Needed on Restorative Justice in Schools?
(pp. 1-12, Research Report). San Francisco, CA: WestEd. Retrieved
January 25, 2016, from http://www.wested.org

Ruddy, S. & Ryan, T. G. (2015). Restorative justice: A changing community

response. International Electronic Journal of Elementary Education,
7(2), 256-262. Retrieved January 24, 2016.