Chaos to Culture: Restorative Leadership - Rebuilding America’s Challenged Schools”🔹 Real Strategies. Real Stories. Real Results.

Format

Individual Presentation

Presenters

• Frederick E. Polite, The Polite Way, INcFollow

First Presenter's Institution

Dougherty County School System

First Presenter’s Email Address

leadership@politeway.com

First Presenter's Brief Biography

Dr. Frederick E. Polite is a dynamic and transformative leader whose reputation for blending sound leadership principles with authentic, relationship-centered strategies has made him a sought-after voice in educational reform across the Southeast. With over three decades of experience in public education, Dr. Polite has presented to schools and districts throughout Georgia, Florida, Alabama, and South Carolina delivering powerful messages that ignite change and inspire results. At the heart of Dr. Polite’s leadership philosophy is the belief that relationships, when coupled with accountability and vision, have the power not just to change school climate but to transform lives. As the founder of The Polite Way, he equips educators and school leaders with restorative leadership strategies that build trust, improve morale, and enhance student achievement in high-poverty, high-challenge environments. Currently serving as the Executive Director of Federal Programs and Administrative Services, Dr. Polite previously led Monroe High School in Dougherty County, Georgia, where he dramatically reshaped the school’s learning environment by fostering strong interpersonal relationships, implementing rigorous instructional systems, and setting high expectations for both students and staff. His leadership has consistently yielded measurable gains in test scores, culture, and community engagement. From his early days at Southside Middle School, where he reversed chronic underperformance, to his impact at Albany Middle School, where he introduced the game-changing ABA (Attendance-Behavior-Academic) model, Dr. Polite has demonstrated that sustainable school improvement begins with building people first. His work has empowered countless educators to see themselves as culture-shapers and relationship-builders, not just rule enforcers. As an adjunct professor at Tennessee State University and a former assistant principal and grant writer, Dr. Polite brings both scholarly insight and practical application to every audience he engages. His sessions are more than professional development, they are a call to action, a blueprint for transformation, and a reminder that the greatest change agents in education are those who lead with both head and heart. Educators leave Dr. Polite’s sessions inspired, equipped, and reconnected to their purpose. The Polite Way isn’t just a program - it’s a movement. And Dr. Frederick Polite is its bold and passionate architect.

Submitter

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

Location

Scarbrough 4

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Head: Academic Achievement & Leadership

Relevance

Restorative Leadership directly supports the “Head” strand by establishing a positive school culture where academic achievement is no longer hindered by chronic misbehavior or toxic relationships. By addressing the root causes of disengagement and providing leaders with tools to foster equity and accountability, schools can close achievement gaps and empower all students to excel, especially those who have been historically underserved.

This session is deeply aligned with the “Heart” strand by prioritizing relationships, emotional safety, and the development of empathy across the school community. Restorative practices teach students to take responsibility, express emotion constructively, and repair harm, all while helping educators model vulnerability and compassion. This creates a climate where emotional growth is not only supported but celebrated.

Brief Program Description

Explore the power of Restorative Leadership in rebuilding school climate, student accountability, and academic achievement. This session shares field-tested strategies from two south Georgia - high poverty school’s dramatic turnaround, highlighting relationship-centered leadership that reduced suspensions, raised scores, and gave students a renewed sense of hope, purpose, and belonging.

Summary

Why This Matters for The Polite Way’s Network

This evidence underscores that restorative leadership is not theoretical, it’s proven to work when implemented with integrity, resources, and alignment with school needs. For The Polite Way, these sources empower your outreach:

• Decision-Makers will recognize that restorative practices lead to concrete academic gains, behavior improvements, and equity advancement.

• Administrators & Teachers will gain confidence in investing time and training, knowing these approaches foster emotional safety, belonging, and academic motivation.

Communities & Funders will be drawn to the compelling alignment with the 5H framework (Head and Heart), combining intellectual development with emotional well-being.

Evidence

Darling-Hammond, L., Barkanic, G., & Martineau, N. (2022). The impact of restorative practices in schools: A research review. Learning Policy Institute. https://learningpolicyinstitute.org/product/impact-restorative-practices-report

IES What Works Clearinghouse. (2021). Restorative practices in U.S. schools: A study of whole-school implementation. Institute of Education Sciences. https://ies.ed.gov/ncee/WWC/Study/90793

Smith, S. A., & Hayes, L. (2025). Leading with restoration: Developing restorative school cultures through leadership practice in mainstream schools. Educational Research Review, 20(1), 100–112. https://doi.org/10.1016/j.edurev.2025.100112

Filed based evidence - Monroe Comprehensive High School has experienced a remarkable transformation through the implementation of Restorative Leadership. With a focus on rebuilding trust, fostering accountability, and strengthening relationships, the school achieved its highest recorded graduation rate and unprecedented gains in both math and social studies achievement. One of the most significant accomplishments includes the school’s largest one-year growth in mathematics, a testament to the power of relational leadership and intentional academic support.

In addition to academic success, Monroe earned perfect scores in the “Closing the Gap” and “Progress” categories of Georgia’s CCRPI framework. Equally notable, the school now holds the distinction of having the lowest discipline and suspension rates among secondary schools in the district. These outcomes reflect a schoolwide cultural shift where students feel valued, supported, and connected, affirming that Restorative Leadership is not just a strategy, but a transformational model for lasting change.

Learning Objective 1

Define restorative practices and restorative leadership and explain their significance in transforming school culture.

Learning Objective 2

Identify the underlying causes of student misbehavior, such as trauma, poverty, and learning challenges, and understand their impact on academic achievement.

Learning Objective 3

Analyze case studies from high-poverty, underperforming schools that have successfully adopted restorative leadership models.

Keyword Descriptors

Restorative Leadership, Restorative Practice, School Culture, Trauma- Informed, Equity, Relationships, Social Emotional Learning

Presentation Year

2026

Start Date

3-2-2026 10:15 AM

End Date

3-2-2026 11:30 AM

Recommended Citation

Polite, Frederick E., "Chaos to Culture: Restorative Leadership - Rebuilding America’s Challenged Schools”🔹 Real Strategies. Real Stories. Real Results." (2026). National Youth Advocacy & Resilience Conference. 10.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2026/2026/10