"Restoring Fountains": Cultivating Accountability and Empathy Through Restorative Conversations.

Presenters

• Jacquaisia Johnson, Columbia Southern UniversityFollow

First Presenter's Highest Degree Earned

B.A

Year First Presenter's Degree Was Awarded

2022

First Presenter's Field of Study

Psychology, Criminal Justice

Institution Where First Presenter Received Highest Degree

Columbia Southern University

First Presenter's Institution

School of Liberal Studies at Savannah High School

First Presenter's Brief Bio and Description of Credentials for This Presentation

Jacquaisia "Jay" Johnson is a retired Air Force security forces member and current “in school suspension” (ISS) facilitator at Savannah High School who integrates restorative and relational approaches to student accountability. With over 10 years of supervisory experience and 7 years in education and mentorship, Jay draws on a background in leadership, behavioral analysis, and trauma-informed practices to guide students toward self-awareness and growth. She facilitates reflective, one-on-one conversations that help students process conflict, emotions, and self-actualization through accountability and empathy. Her restorative method- rooted in understanding, respect, and accountability- has led to measurable improvements in student behavior, teacher-student relationships, and overall school climate. Jay's work empowers both students and educators to see discipline as a bridge to growth rather than punishment, fostering a culture of belonging and mutual dignity. Beyond the classroom, Jay's work reflects a commitment to healing-centered education that empowers heart, minds, and communities.

Location

Percival

Document Type

Individual Presentation

Primary Strand

Restorative Practices

Relevance to Primary Strand

Each student conversation begins with relationship-building and respectful listening. Minimal interruptions to the student. Using empathy to meet the students exactly where they are. Then the conversation moves toward responsibility by helping students reflect on their choices. Accepting accountability for their actions. Students engage in repair through written apologies to themselves or the version they want to be and perspective-taking by writing an apology to the staff member involved. Finally, they experience reintegration by re-entering the classroom community with restored trust and accountability as well as a tangible plan of action if they find themselves in an identical situation again. These individualized interventions, supported by school-wide teacher collaboration, create a framework for sustainable cultural transformation rooted in restorative principles.

Alignment with School Improvement Plan Topics

Climate and Culture

Brief Program Description

This session introduces a restorative model called Restoring Fountains, designed to foster student accountability and empathy through reflective dialogue. Participants will explore a structured process where students share their perspective, reflect on their behavior, receive encouragement for self-actualization, and repair relationships through guided conversation and reflective writing exercises. Attendees will gain practical tools to implement individualized restorative interventions that strengthen school relationships, encourage emotional regulation, and transform disciplinary moments into opportunities for growth and reconnection.

Summary

This session presents Restoring Fountains, a restorative approach to student accountability that transforms disciplinary moments into opportunities for self-awareness, empathy, and repair. The process begins with tips on how to welcome the student with a secure disposition. Body language open and welcoming. Calm and lower toned. Location should reflect your disposition if possible. If not, settle the environment before beginning the conversation. Then, a one-on-one conversation in which the student shares their side of the story with minimum interruptions. The facilitator listens to understand, repeats back the student’s perspective for clarity, and meets the student with empathy. The facilitator then shifts the discussion to school policy and breaks it down in terms the student can understand. The facilitator also explains why the rule is in place and personal responsibility for the staff and students. Together, they explore contributing factors such as perception, attitude, conflict resolution, and emotional regulation.

Each conversation ends with two reflection assignments: (1) a written response defining what it means to be a responsible student and how they will align with that standard, and (2) an apology letter to the teacher or individual affected. This can also include an apology written to the student by the student or to the version they want to become. These exercises foster accountability, empathy, and reintegration into the learning community. The last part of the session is a written plan with tools not limited to breathing exercises, affirmations, action plans like requesting a trusted staff member, asking to step outside, reflective writing, etc.

Students who participated reported feeling understood, encouraged, and empowered to make better choices. Teachers expressed emotional connection and renewed empathy for their students after reading the reflections and apologies.

Participants in this session will learn practical methods for facilitating restorative conversations, guiding reflective writing, and integrating these interventions into school-wide climate initiatives. The model reinforces the 5 Rs of restorative practices and provides a replicable structure for schools seeking to replace punitive discipline with restorative growth. Attendees will leave equipped with actionable strategies to cultivate emotional safety, dignity, and mutual concern across all levels of the school community.

Evidence

The Restoring Fountains approach aligns with restorative justice research emphasizing connection, accountability, and relationship repair as foundations for behavioral change (Wachtel, 2016; Morrison & Vaandering, 2012). The structured reflection and empathy exercises reflect practices shown to improve emotional regulation and reduce recidivism in student discipline. Field-tested at the School of Liberal Arts at Savannah High, the intervention has led to observable shifts in student self-awareness and teacher empathy, strengthening overall school climate. This aligns with promising evidence that restorative dialogues and perspective-taking enhance social-emotional learning and build lasting community trust.

Learning Objective 1

Participants will be able to facilitate restorative one-on-one conversations that build understanding, connection and accountability.

Learning Objective 2

Participants will be able to guide students through reflective writing exercises that promote empathy, self-awareness, perspective sharing and responsibility.

Learning Objective 3

Participants will be able to implement a practical restorative model that strengthens relationships, restore mutual respect and improves school climate.

Start Date

6-2-2026 3:45 PM

End Date

6-2-2026 4:45 PM

Recommended Citation

Johnson, Jacquaisia, ""Restoring Fountains": Cultivating Accountability and Empathy Through Restorative Conversations." (2026). Southeast Conference on School Climate. 69.
https://digitalcommons.georgiasouthern.edu/secsc/2026/2026/69

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.