"Restorative Conferencing: Empowering Students to Resolve, and Repair" while accepting the consequences for their actions!

Format

Individual Presentation

First Presenter's Institution

Lovinggood Middle School

First Presenter’s Email Address

derrick.bailey@cobbk12.org

First Presenter's Brief Biography

Derrick Bailey has worked in education for over 20 years. Mr. Bailey began as a dedicated teacher before transitioning into administration and has served as a middle school principal for 8 years. Over the years, Mr. Bailey has focused on fostering positive school cultures through innovative approaches. As a certified trainer in restorative conferencing, Mr. Bailey works to empower students to resolve conflicts, accept the consequences for their actions, and repair harm, while creating environments where relationships and communities thrive. Mr. Bailey’s passion lies in blending academic leadership with restorative practices to ensure that schools are not only places of learning but also spaces of healing and growth.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Vernon

Strand #1

Heart: Social & Emotional Skills

Strand #2

Health: Mental & Physical Health

Relevance

This restorative conferencing in schools’ proposal relates deeply to the social and emotional skills of students as well as their mental health by promoting practices that prioritize their well-being. Restorative conferencing focuses on helping students develop essential skills like empathy, active listening, self-awareness, and emotional regulation. By encouraging students to reflect on their actions, take responsibility, and work towards repairing harm, they strengthen their ability to navigate relationships and manage conflicts in healthy ways.

The restorative conference process fosters emotional growth by providing students with a safe space to express their feelings, understand the impact of their actions on others, and engage in meaningful dialogue. This helps individuals feel heard, supported, and empowered, which is crucial for their mental health. Restorative conferencing does not replace school discipline; however, it allows students to experience a more supportive, connected school environment, which can alleviate feelings of isolation, anxiety, or stress.

Brief Program Description

Participants will dive into the principles of restorative conferencing and experience firsthand how it transforms school conflicts. Through a dynamic simulation, attendees will step into the roles of students, staff, and facilitators, practicing key skills like active listening, empathy, and conflict resolution. By the end, participants will understand how restorative conferences can be used to foster conflict resolution with students while also accepting school discipline.

Summary

This proposal outlines a comprehensive approach to implementing restorative conferencing in schools, designed to improve conflict resolution, accountability, and relationship-building among students and staff. Restorative conferencing offers a shift from solely issuing traditional punitive discipline without a plan for redemption or a resolution. Restorative conferencing in schools puts the focus on repairing harm and fostering a mutual understanding.

Participants will learn the restorative practices continuum and how it applies to school conflicts. They will experience first-hand how restorative conferencing involves direct conversations between those harmed and those responsible for harm, encouraging accountability and mutual healing. Emphasis will be placed on the importance of relationship-building strategies through restorative conferencing, to promote open communication, and restorative agreements, which outline how students can actively participate in repairing harm. The presentation will define the role of a restorative conference facilitator and the skills they will need to develop to ensure they can effectively guide students through the process.

Methods include engaging students in self-reflection, helping them understand the impact of their actions on others, while also empowering them to take responsibility for their behavior. It will consistently be communicated to participants that restorative conferences do not replace school discipline or students being held accountable for their actions. Conflict resolution strategies will be highlighted, including how to de-escalate situations and maintain calm communication during emotionally charged discussions that result from a restorative conference.

Participants will leave with practical, “take home” learning opportunities, such as:

  • Step-by-step guides for facilitating restorative conferences.
  • Role-playing exercises to practice real-world conflict scenarios.
  • Sample restorative scripts to guide conversations.
  • Strategies for integrating restorative conferences into everyday school routines to enhance social-emotional learning and school climate.
  • Data collection methods that allow schools to analyze the effectiveness of their restorative conferences and reflect on any adjustments that need to be made.
  • Book Excerpts from Restorative Justice Conferencing by Wachtel et al., 2010

This proposal ensures that schools not only reduce conflict but also nurture a culture of empathy, accountability, and collective growth, creating safer, more connected communities.

Evidence

As a restorative conference trainer, book excerpts, sample restorative scripts, step-by-step guides and role-playing exercises will all be resources provided directly from the International Institute of Restorative Practices (IIRP). The foundation of the restorative conferencing presentation is John Braithwaite’s theory of reintegrative shaming. Participants will use role play exercises and analyze an actual restorative conference to see the restorative conferencing strategies work in an actual school setting.

Learning Objective 1

Participants will be able to explain the foundational principles of restorative conferencing, including its focus on repairing harm, fostering accountability, and promoting healthy relationships within the school community.

Learning Objective 2

Participants will learn and practice the essential skills required to facilitate restorative conferences, including active listening, questioning techniques, and managing group dynamics to ensure all parties are heard and respected.

Learning Objective 3

Participants will be able to identify situations where restorative conferencing is an appropriate response to conflict and will be able to design and implement a restorative conference process to resolve school-based conflicts in a way that promotes healing and community reintegration.

Keyword Descriptors

Restorative Justice, Conflict Resolution, Accountability, Repairing Harm, School Community, Facilitation Skills, Empathy and Listening, Inclusive Dialogue, Behavioral Interventions, Relationship Building

Presentation Year

2025

Start Date

3-4-2025 10:15 AM

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Mar 4th, 10:15 AM

"Restorative Conferencing: Empowering Students to Resolve, and Repair" while accepting the consequences for their actions!

Vernon

Participants will dive into the principles of restorative conferencing and experience firsthand how it transforms school conflicts. Through a dynamic simulation, attendees will step into the roles of students, staff, and facilitators, practicing key skills like active listening, empathy, and conflict resolution. By the end, participants will understand how restorative conferences can be used to foster conflict resolution with students while also accepting school discipline.