Lessons from the Field: Restorative Practices in K-12 SchoolsMemphis Restorative Justice CoalitionLaTricea D. Adams & Timothy Green

Oasis CenterJacob Aparicio & Judy Freudenthal

Session Goals

1. Raise awareness and motivation for Restorative Practices in K-12 schools that includes students, teachers and school leaders as key stakeholders.

2. Learn strategies for building inclusive, safe and engaging schools using data, youth/adult advocacy and coalition building to advance supportive policies so ALL students thrive.

3. Share Stories from our victories that impact K- 12th grade.

Agenda

I. IntroductionsII. What is Restorative Justice & Social Emotional Learning?III. Why do we need restorative justice and how does it impact policy?IV. What are the classroom implications for grades K-12?V. Student-Led Restorative CirclesVI. Q&A

What is the Memphis Restorative Justice Coalition?● The Memphis Restorative Justice Coalition consists of the following organizations that

work together to address the whole child to create a more just, free and equal world for students, families and the community at-large through action, activism and advocacy.

● The coalition consists of 4 African American & Latino organizations: Memphis Urban League Young Professionals, Memphis Urban League, Profound Gentlemen & The Dividend.

● [We strive to] help educators, families, community members, and policymakers move from a vision about educating the whole child to sustainable, collaborative action.”

What is the Memphis Restorative Justice Coalition?

POLICY PRACTICE CHANGE

What is the Oasis Center?

What is Restorative Justice?

What is Social Emotional Learning (SEL)?

“Social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.” (CASEL, 2019)

Why do we need Restorative Justice and how does it impact policy?

98,096 students enrolled in MNPS

19,572 students received some type of disciplinary action

8,357 students received at least one out of school suspensions in 16-17

17,879 out of school suspensions in 16-17

33,787 days of instruction missed

+

11,218 students received at least one in school suspensions in 16-17

20,848 In School Suspensions

26,284 days of instruction missed

=

60,071 lost days of instruction = 334 school years!

What are the classroom implications for grades K-12

● Significant change in their school culture (Drewery, 2014; Cavanagh, 2007).● By adopting restorative practices, schools create an atmosphere where daily

student-staff, student-peer, and school interactions are built on mutual trust and respect (Cavanagh, 2007)

● A culture of care and peace is permeated throughout the school and negative feelings of fear, anger, blame and exclusion are minimized (Morrison & Vaandering, 2012)

● Can have a significant impact on increasing the safety of schools and the well-being of all its members (Cavanagh, 2007)

What are the classroom implications for grades K-12

● Creating a school-wide focus on respectful relationships is also a powerful tool to establishing a culture of inclusion (Drewery, 2014)

● Removes exclusive punitive forms of punishment and in turn creates space for different perspectives to be shared and understood. This allows offenders to ‘walk in the shoes’ of those whom they have hurt. In doing so, participants understand that people have different viewpoints and learn how to reconcile these differences (Drewery, 2014)

A Story From Our VictoriesTristan Ficklen

6th Grade, Memphis Grizzlies Preparatory Charter School

Student Led Restorative Practices

Q & A