Restorative Correction Practices

THE HUMAN PROTECTIVE RIGHTS [HPR] WORK FOR HUMAN DIGNITY

The 12 Steps to "Restorative Correction and Discipline Practices for Human Protective Rights (HPR) in Schools"

1. Policy: Integrate restorative principles into the school's disciplinary policies and practices.

2. Training and Resources: Offer training to educators and staff in restorative practices while ensuring the availability of essential resources. This will enable prompt addressing of HPR issues, preventing unnecessary escalations. It is crucial that the training follows clear, measurable steps for accountability, discouraging elusive practices or a neglectful approach that harms victims lacking restorative impact.

3. Decision-Makers: An Expert in HPR-DEI work must be part of the final group in the decision-making. Ineffectively implemented restorative practices can be counterproductive, inadvertently elevating the wrongdoer and leaving the victim feeling they are at the mercy of the wrongdoer's compassion rather than feeling validated in the restorative experience.

4. Assessment: Understand the nature and impact of the misconduct, considering the perspectives of all involved, while maintaining a focus on the reported HPR misconduct without overshadowing it with peripheral concerns to diminish the HPR’s importance.

5. Engage Stakeholders: This must include the students involved, an HPR-DEI Expert, teachers, and administrators. While Parents or Guardians might not be actively involved in the process, they should still be provided with a complete and transparent account of the procedures and results, adhering to transparency beyond the limitations imposed by FERPA regulations.

6. Meeting: Organize a meeting with all parties to discuss the incident and its consequences per the School’s Code of Conduct guidelines, which must be implemented accordingly irrespective of the restorative practice underway and potential solutions.

7. Empathy Building: Clearly outline the objectives for building empathy. Promote active listening skills to comprehend others' perspectives. Carve out a “Role Reversal” to have participants take on others' roles to experience their viewpoints and lived experiences. Facilitate group discussions to explore shared feelings and experiences. Reflect and Debrief by encouraging participants to reflect on their experiences and discuss insights gained.

8. Responsibility Acknowledgment: The offender should take responsibility for their actions and the harm caused.

9. Repair and Restitution: Determine how the harm can be repaired, which may involve apologies, community service, or other forms of restitution. Develop a goodwill agreement outlining actions the offender will take to make amends and avoid future misconduct.

10. Follow-Up: Monitor progress and provide necessary support by Incorporating educational sessions or workshops to address the root causes of such HPR misconceptions leading to misconduct against others. However, and most importantly, acknowledge and reward positive behavior

11. Continuous Communication: Maintain open lines of communication with all stakeholders to address any issues or concerns that may arise.

12. Maintain Documentation: Keep records of the restorative process to gauge its efficiency and enhance future responses and practices, demonstrating a commitment towards a measure for continuous improvement. Continuously assess the impact of restorative discipline on the school culture and individual students.
    

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Additional Sources:

Passarella, A. (2017). Restorative practices in schools.

Thorsborne, M., & Blood, P. (2013). Implementing restorative practices in schools: A practical guide to transforming school communities. Jessica Kingsley Publishers.