A positive model for restorative discipline

If you would like a more effective way to deal with discipline issues than “old school” punishment, this book is for you. The authors provide a research-based and field-tested model that gives school leaders more productive alternatives to reprimands, exclusion, and out-of-school suspension. This positive program helps improve behavior and keep students in school. This guide's model covers school-wide prevention, restoration, and intervention needs for students with emotional, behavioral, and conduct disorders (such as bullying) as well as developmental disabilities and autism. Key topics include: The latest research on the effectiveness of restorative discipline; How to implement a comprehensive, school-wide discipline plan; Ways to support and sustain the plan with teacher teams; Networking with community services such as child protection, child welfare, juvenile justice, and mental health professionals

This program has high social validity and utility for actual school and classroom settings. In addition to content learning, students need to learn appropriate behavior and social skills to succeed in school and in life. This book offers a solid, proven, and humane program that benefits students and keeps the focus where it should be—on learning.

Introduction to the Guide

Introduction to the guide

This guide for principals and other school leaders is one of three guides comprising a comprehensive approach to restorative school discipline for elementary, middle, and high schools. Each guide is

  • Evidence based—drawing on the latest research in education and psychology on effective strategies for educative discipline in classrooms and schools
  • Inclusive—schoolwide strategies that accommodate different behavior-support needs to ensure emotionally safe and secure learning environments that do not exclude children and youth
  • Restorative—incorporating approaches that focus on making things right, not on retribution for things that have gone wrong
  • Practical—disciplinary frameworks and intervention approaches that are doable in typical middle, junior high, and high schools with the kinds of resources and personnel generally available
  • Contextual—socially valid principles and practices that fit comfortably in ...
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