“If you do things to kids, that’s punishment. If you do things for them, that’s permissive. Do nothing at all, and that’s neglect. But if you do things with them, that’s restorative.” -Brandon Wait, Paladin Career & Technical High School
School discipline is something few people really like to discuss. Let’s be honest – the topic is rife with negative connotations. The conversation usually focuses on negative behaviors, and an inordinate amount of time is usually spent on determining the appropriate punishment. “We need to hold kids accountable,” we say. “They must suffer the consequence of their choices.”
We are also perpetuating inequity in the system. Take for example the disproportionate suspension and exclusion rates for students of color and students with disabilities, as well as the prevalence for boys to be punished at much higher rates than girls. This is a topic of grave concern throughout the nation. Moreover, at a time when school staff report alarming increases in mental health issues in students, our standard practice of crime and punishment is simply unacceptable.
Gradual changes in practice show that better options exist. Some immediate examples that come to mind are Responsive Classroom, Conscious Discipline, and Positive Behavior Intervention and Supports, in which each seeks to promote pro-social behavior in an intentional, proactive way.
Restorative practices begin with a different end in mind. Rather than seeking to control student behavior through external reward and consequence, practitioners seek to teach students to manage their own behavior. Trust, relationship, and community-building are key elements in developing social-emotional skill and awareness. These can be cultivated in a variety of ways, which means how restorative practices look in one school to the next varies widely.
To read more of Dr. Nancy Allen Mastro's article, please click here.
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