The Rich Township Culture and Climate Team believes the integration of restorative practices into our discipline model is essential in creating a healthy, supportive, and compassionate school environment in which students can thrive. The aim of our trauma-informed progressive discipline model is to allow our staff to operate from a position of empathy and support, and combat the “school-to-prison pipeline” phenomenon.
What are restorative practices?
Restorative practices seek to improve and repair relationships between people and communities. The purpose of employing restorative practices is to build a healthy learning environment, decrease disruptive and antisocial behavior, repair harm, and restore positive relationships between students and the school community. Through a series of interventions, group activities, and written reflection, students are given the opportunity to accomplish three things:
Reflect on how their actions may have harmed or negatively affected other parties (i.e. classmates, teachers, staff members, etc.). They will be allowed to make amends with those affected and restore the relationship that was harmed. They will also be given space and guidance to help work through peer-to-peer conflicts in a constructive and meaningful way.
Reduce or eliminate days lost due to out of school suspensions. Students will be provided a structured time to keep pace with their academic requirements.
Proactively identify steps they can take to avoid future poor decisions and negative behaviors. Students are given tools to help build resiliency, understand trauma and its effects, improve decision making, and foster a positive attitude towards their experience at Rich Township High School.