Embedded Files
In 2018, while we were just starting to set RJ in motion, EDSource profiled our work in the context of a devastating wave of budget cuts: The rise of restorative justice in California schools brings promise, controversy.
Since this time, Fremont has increased its enrollment by 33% and significantly reduced incidents that lead to suspension. Once notorious for fights, Fremont students now report that they feel safe and have trusting relationships with adults. (Developmental Relationships Survey, 2018-19, 2019-20, 2020-21)
During this same period of time, our school community has lost over a dozen current and former students to gun violence, and our surrounding neighborhood suffers the worst COVID infection rates in Alameda County. Through celebration and grief, RJ has been behind our resiliency. Two components that we have developed with care and conscientiousness are:
Building pipelines to disrupt segregation between mainstream education, students with disabilities, and English language learners; and
Challenging Anglo cultural dominance through multilingual circles (Arabic, Spanish, Mam, Vietnamese), specifically confronting internalized anti-indigenous racism that confronts our Central American youth.
In 2022, EdSource returned to follow up on our work in building positive school culture: At this Oakland high school, Restorative Justice goes far beyond discipline.
This piece highlights the emphasis we have placed on preventative, proactive, and holistic models of care. Peer-to-peer learning happens through mentorship across generations of youth.
We are proud to have institutionalized student voice into decision-making on our campus. Young people experience a greater sense of ownership in their school and community.
We are proud to be featured in the 2022 release of the "Little Book of Youth Engagement in Restorative Justice." The authors share methodologies, frameworks and stories of partnering with young people in RJ in Oakland, Houston, and Holyoke, MA. Oakland community RJ leader Heather Manchester uplifts Fremont student voices and highlights our structures for implementing RJ at the roots of our school.
Based off of the tools offered in the book, we offer workshops and trainings for school-based RJ practitioners to:
Assess how power is held on their campus and the degree to which power is shared between students and adults;
Understand the importance of planting Tier I RJ seeds in a school; and
Strategize how to shift school culture away from hierarchy/punishment and toward belonging/mutual respect especially between students and adults.
Click on the images to link to articles at Next Generation Learning and Education Week with Larry Ferlazzo
TEACHER TESTIMONIALS from youth-led circles
The games were full of laughter and joy, and the circle keepers did a great job. I would love to see this become a routine thing so the group can continue to build and experience the many benefits of circle-keeping.
My Yemeni advisory class seemed quite pleased to have the opportunity to hold space for their unique experience here. Dawa and I have been making plans around how to sustain this routine weekly. We feel the space can draw out those young folks who might still be feeling timid and wanting to belong.
One of my students asked how to say “yesterday” in English specially to tell me that they were happy yesterday for the circle. They loved it!
I appreciate the student leaders in my class, Athziri and Eddie. I was pleasantly surprised by the students that really spoke up while sharing about themselves, and I am happy about the way everyone participated and stayed present during circle time.
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