• Summary
  • Contents
  • Subject index

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.

Processes for Primary Prevention and Intervention
Processes for primary prevention and intervention

The first section of this chapter describes the specific schoolwide processes that are used for prevention and peaceful resolution of conflict, and that build on a restorative culture. The school leader's role includes: (a) supporting teachers' use of restorative practices curricula across the grades such as restorative language and scripts, restorative inquiry, restorative conversations, and use of meetings and conferences; (b) setting up systems for mediation, shuttle mediation, and peer mediation; and (c) establishing guidelines and procedures for formal conferences for serious offenses as part of a restorative school discipline framework. This chapter also addresses cultural issues and processes for ensuring positive relationships with children and families from cultural and linguistic backgrounds (often referred ...

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