It is more challenging to learn when you do not have a growth mindset, and this requires healthy self esteem. Logically, if you are in a frame of mind where you are not seeing yourself as powerful and capable, your energy goes to fueling your survival state rather than taking risks (which learning requires). Things like bullying, oppressive language, body shaming, and lack of representation are some examples of barriers that can prevent students from connecting to their learning.

I was a middle school teacher for two years and most of my job ended up being social emotional teaching. I often saw students making great progress at learning something new, and then a bullying or other social emotional issue came up and paused their progress, sometimes setting students behind weeks. In order to combat the bullying in my classroom, I was trained in Restorative Justice strategies and I had some success.

Strang and Braithwaite define Restorative Justice as “ practices rooted in indigenous traditions, (that) are an approach to resolving conflict that emphasizes dialogue, repairing relationships, and accountability (Braithwaite, 1989; Wachtel, 2013).” It is also important to note that Restorative Justice is based on the understanding that we are interconnected and when harm occurs for some, everyone is affected. My training showed me how to become a classroom dialogue leader and how to effectively communicate the impact of harm without shame or a punishment mentality.

The evidence suggests that RJ is effective at lowering rates of bullying and improves participation in community. However, there are many aspects of the school system that need to change for that statement to be true. Anfara reported that RJ practitioners, “are often met with implementation challenges including limited time and resources, long-standing disciplinary policies and practices, and ideologies and beliefs about punishment that preserve the status quo (Anfara et al., 2013; Fronius et al., 2019; Gregory & Evans, 2020; Guckenburg et al., 2016; McCluskey et al., 2011).” So, while it is true that RJ practices can have a profound impact on the school’s community health, there are many barriers that need support to be successfully navigated. To correctly interpret the positive potential of Restorative Justice, we have to consider greater school policies and how they support or work against restorative practices.

Sources:

Strang, H., & Braithwaite, J. (Eds.). (2001). Restorative justice and civil society. Cambridge University Press. DOI: 10.1080/10345329.2001.12036232

Anfara Jr, V. A., Evans, K. R., & Lester, J. N. (2013). Restorative justice in education: What we know so far. Middle School Journal, 44(5), 57-63.