Restoring Purpose, Reclaiming Futures: Implementing PBIS and Restorative Practices in Secure Education Settings

Format

Individual Presentation

Presenters

• Johnnie M. Simmons, Georgia Department of Juvenile JusticeFollow

First Presenter's Institution

Augusta YDC Georgia Preparatory Academy

First Presenter’s Email Address

johnnie.simmons@djj.state.ga.us

First Presenter's Brief Biography

Dr. Johnnie M. Simmons is an accomplished educator, transformational leader, and advocate for underserved youth, with more than 27 years of experience in both traditional public school systems and juvenile justice education. She currently serves as Principal of Georgia Preparatory Academy at the Augusta Youth Development Campus, a fully accredited school within the Georgia Department of Juvenile Justice. In this role, Dr. Simmons leads a team of educators and support staff focused on academic excellence, trauma-informed practices, and behavior interventions that promote long-term student success. A proud graduate of Paine College (Class of 1996), Dr. Simmons has built a career grounded in educational equity, school turnaround, and restorative leadership. She is known for her ability to inspire both students and staff, and for fostering learning environments where even the most vulnerable youth can thrive academically, socially, and emotionally. Dr. Simmons is a devoted wife to her husband, Joseph Simmons, and the proud mother of three children. Her life's work continues to be guided by a deep commitment to service, compassion, and the belief that every child deserves a second chance and a path to success.

Submitter

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

Location

Verelst

Strand #1

Heart: Social & Emotional Skills

Strand #2

Head: Academic Achievement & Leadership

Relevance

The Georgia Department of Juvenile Justice is committed to transforming the lives of justice-involved youth through education, accountability, and support. This proposal aligns with NYAR’s focus on resilience and advocacy by emphasizing approaches that move beyond punishment to healing and personal growth. PBIS and restorative practices create a foundation where youth—many of whom have experienced trauma, instability, and systemic barriers—can develop social and emotional skills in a supportive, structured environment that encourages ownership, reflection, and reintegration.

By highlighting the “Heart” strand, this session reinforces the vital role of climate, connection, and emotional safety in creating environments where youth can reclaim their future and thrive.

Brief Program Description

This session will explore how the youth detention centers integrate Positive Behavioral Interventions and Supports (PBIS) and restorative practices to improve school climate, promote prosocial behavior, and reduce recidivism among detained youth. Focusing on alternative and detention school environments, this session will provide participants with research-based strategies, data-informed planning tools, and practical frameworks to foster empathy, accountability, and resilience in high-needs youth populations.

Summary

This session will present a practical and replicable model for implementing Positive Behavioral Interventions and Supports (PBIS) alongside restorative practices within secure, nontraditional education settings. Designed for professionals working with youth in alternative or detention environments, the session will offer a comprehensive look at how these frameworks can be integrated to build safe, supportive, and emotionally responsive school climates for students impacted by trauma, instability, or involvement in the juvenile justice system.

Participants will explore how a tiered PBIS framework can be tailored to the unique needs of youth in confinement, with strategies that emphasize behavioral consistency, positive reinforcement, and trauma-informed engagement. The session will also examine the complementary role of restorative practices—such as community circles, restorative dialogues, and reentry conferencing—in fostering accountability, repairing harm, and rebuilding trust within the learning community.

Drawing from successful implementations in secure facilities, the session will share outcome-based data demonstrating reduced behavioral incidents, increased instructional time, and stronger student-teacher relationships. Attendees will receive sample tools, planning templates, and behavior point system models that can be adapted to their own settings.

“Take home” opportunities will include step-by-step guidance for initiating PBIS in secure environments, scripts and protocols for restorative conversations, and staff training ideas to promote buy-in and consistency. The session will engage participants in practical scenario-based activities to help them apply the concepts directly to their work with youth.

Ultimately, this presentation will demonstrate how person-centered behavior supports and restorative practices can work in tandem to transform institutional environments into places of growth, dignity, and hope—providing young people with the skills and support they need to thrive both in custody and beyond. This session is rooted in evidence-based strategies and aligns with a holistic approach to youth advocacy and resilience.

Evidence

• According to the Office of Juvenile Justice and Delinquency Prevention (OJJDP), over 60% of detained youth have experienced multiple adverse childhood experiences (ACEs), with 45% having a diagnosable mental health disorder.
• A 2016 study by Skiba et al. found that implementation of PBIS in alternative schools reduced behavioral incidents by 33% and increased academic engagement by 21%.
• The National Evaluation and Technical Assistance Center (NDTAC) notes that restorative practices in juvenile facilities have led to up to a 40% reduction in repeat offenses and higher levels of youth satisfaction and program participation.

Learning Objective 1

1. Identify key components of a tiered PBIS framework tailored for secure, nontraditional school environments.

Learning Objective 2

2. Understand how restorative practices complement PBIS in building a positive school climate.

Learning Objective 3

3. Gain access to practical tools and sample implementation plans for integrating PBIS and restorative practices into their own alternative or secure settings.

Keyword Descriptors

PBIS, Restorative Practices, Juvenile Offenders, Juvenile Facilities, Alternative Settings

Presentation Year

2026

Start Date

3-2-2026 2:45 PM

End Date

3-2-2026 4:00 PM

Recommended Citation

Simmons, Johnnie M., "Restoring Purpose, Reclaiming Futures: Implementing PBIS and Restorative Practices in Secure Education Settings" (2026). National Youth Advocacy & Resilience Conference. 21.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2026/2026/21