Building a Positive Behavior Framework through Restorative Practices
Summary
The current generation of K-12 students are living through a time of unprecedented disruption and change to the child/adolescent developmental experience. This disruption is a result of a variety of factors primarily driven by technological advancements and the COVID-19 global pandemic. Many students have an unreconciled feeling of isolation and discontent often manifested as maladaptive or detrimental behaviors. Additionally, these feelings have resulted in students lacking a sense of belonging and connection. As a means to meet the needs of this challenge, one metro-Atlanta district decided it had to take a different approach to discipline, code of conduct infractions, and consequences. Restorative practices challenge traditional approaches to discipline solely based on broken rules and punitive consequences and, instead, focuses on identifying harm and the repair of relationships. Mindset and hearset change can be difficult. However, by focusing on equity, applied neuroscience, social and emotional learning skills, trauma-informed practices, and restorative practices, individual and organizational transformation can happen.
“Consequences with a conscience” is a restorative discipline approach that aims to change behavior through establishing, feeding, and restoring relationships. The district has implemented a multi-year strategic plan to develop a positive behavior framework through virtual and job-embedded coaching of restorative practices. The virtual coaching includes six three-hour sessions on foundational restorative practices. In the following academic year, schools receive multiple onsite job-embedded coaching sessions with a restorative coach. This presentation will discuss the development/implementation of this strategic plan, the core skills and strategies that are taught, and how to replicate this in other districts.
Building a Positive Behavior Framework through Restorative Practices
The current generation of K-12 students are living through a time of unprecedented disruption and change to the child/adolescent developmental experience. This disruption is a result of a variety of factors primarily driven by technological advancements and the COVID-19 global pandemic. Many students have an unreconciled feeling of isolation and discontent often manifested as maladaptive or detrimental behaviors. Additionally, these feelings have resulted in students lacking a sense of belonging and connection. As a means to meet the needs of this challenge, one metro-Atlanta district decided it had to take a different approach to discipline, code of conduct infractions, and consequences. Restorative practices challenge traditional approaches to discipline solely based on broken rules and punitive consequences and, instead, focuses on identifying harm and the repair of relationships. Mindset and hearset change can be difficult. However, by focusing on equity, applied neuroscience, social and emotional learning skills, trauma-informed practices, and restorative practices, individual and organizational transformation can happen.
“Consequences with a conscience” is a restorative discipline approach that aims to change behavior through establishing, feeding, and restoring relationships. The district has implemented a multi-year strategic plan to develop a positive behavior framework through virtual and job-embedded coaching of restorative practices. The virtual coaching includes six three-hour sessions on foundational restorative practices. In the following academic year, schools receive multiple onsite job-embedded coaching sessions with a restorative coach. This presentation will discuss the development/implementation of this strategic plan, the core skills and strategies that are taught, and how to replicate this in other districts.
