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Restorative Practices

Student Support Services

Restorative practice in schools refers to the proactive strategies and practices that aim to build a strong, inclusive, and respectful school community—before conflicts or behavioral issues arise.

Restorative practice is focused on relationship-building, community engagement, and creating a positive school climate. Restorative practices offer a wide range of benefits for schools, students, educators, and the broader school community. These benefits span academic, social-emotional, and behavioral domains.

Training Schedule and Link to Register

At DC Virgo

Community Resiliency Model & Restorative Practices Used

  • Students are encouraged to use the “Restorative Corner” in their classroom when they are bumped out of their Resiliency Zone and use skills learned in CRM to help them return to “okay zone.”
  • Students are encouraged to request a “Take 10” if the Restorative Corner is not an option for them to work with a staff member in the Restorative Room to use 10 minutes to use skills used in CRM to help them return to their “okay zone” and back to class.
  • If a student is struggling in class and chooses to not use the “Restorative Corner” or “Take 10” and is disrupting the learning environment, the teacher will request a “Level 2,” and Restorative room staff will pick the student up from the classroom and spend time in the Restorative Room. They will also complete a Restorative Chat or schedule a Restorative Circle to take place.
  • If a student exhibits aggressive behavior the teacher will request a “Level 3,” and Restorative room staff and/or administration will pick the student up from the classroom to spend time in the Restorative Room.

The Positivity Project

Restorative Practices

The McKinney-Vento Homeless Education Act legislation ensures that children and youth experiencing homelessness have full and equal access to appropriate public education and that they experience success in school. The McKinney-Vento Act defines "homeless children and youth" (school age and younger) as: children and youth who lack a fixed, regular, and adequate night-time residence, including children and youth who are:

  • Sharing the housing of other persons due to loss of housing, economic hardship, or similar reasons.
  • Living in motels, hotels, trailer parks, cars, public spaces, abandoned houses, substandard housing, camping grounds or similar settings due to the lack of alternative adequate accommodation.
  • Living in emergency or transitional shelters; abandoned in hospitals; or awaiting foster care placement, unaccompanied youth.
  • Migratory children who qualify as homeless because they are living in substandard housing.

**Please contact me if your family is experiencing these types of situations or have questions regarding this policy**

Resources

Mental Well-Being:

Housing/Shelter:
Food Resources: Afterschool/Community Programs:

Restorative Approaches

Restorative practice in schools refers to the proactive strategies and practices that aim to build a strong, inclusive, and respectful school community, before conflicts or behavioral issues arise. Restorative practice is focused on relationship-building, community engagement, and creating a positive school climate. Restorative practices offer a wide range of benefits for schools, students, educators, and the broader school community. These benefits span academic, social-emotional, and behavioral domains. Here's a breakdown:

  • Community Building Circles
    • Regularly scheduled circles where students and staff share thoughts, feelings, and experiences.
    • Build trust, empathy, and mutual respect.
  • Affective Statements
    • Teachers and staff use language that expresses how behavior affects others.
    • Encourages students to reflect on their actions and their impact.
  • Restorative Language and Mindset
    • Emphasis on collaboration, empathy, and accountability.
    • Shifts focus from punishment to understanding and growth.
  • Social-Emotional Learning (SEL) Integration
    • Teaching skills like self-awareness, self-regulation, and responsible decision-making.
    • Often embedded in daily classroom routines.
  • Relationship-Centered Classrooms
    • Teachers prioritize strong, respectful relationships with students.
    • Classroom management is rooted in connection, not control.
  • Clear Expectations and Norms
    • Co-created classroom norms that reflect shared values.
    • Students feel ownership and responsibility for maintaining a positive environment.
  • Improved School Climate
    • Fosters a culture of respect, inclusion, and empathy
    • Build stronger relationships between students, teachers, and staff
    • Creates a sense of belonging and safety
  • Reduced Behavioral Issues
    • Decreases in suspensions, expulsions, and office referrals
    • Encourages students to take responsibility for their actions
    • Focuses on repairing harm rather than punishing behavior
  • Enhanced Academic Outcomes
    • Students feel more connected and supported, which boosts engagement and motivation
    • Fewer disruptions lead to more instructional time
    • Promotes collaborative problem-solving and critical thinking
  • Stronger Relationships and Communication
    • Encourages open dialogue and active listening
    • Build trust between students and between students and adults
    • Helps resolve conflicts in a constructive and respectful way
  • Social-Emotional Development
    • Teaches empathy, accountability, and emotional regulation
    • Supports self-awareness and interpersonal skills
    • Prepares students for healthy relationships beyond school
  • Equity and Inclusion
    • Help address disproportionate discipline practices
    • Gives all students a voice in the community
    • Promotes fairness and restorative justice over punitive measures