How might we understand what accountability means for student behaviour?

How are we recognizing our own bias and worldview when we think about student behaviour? How are we accountable to the school community?

When consequence means a loss of privilege,  a separation from community or busy-work assignments, who does that serve? What teaching and development is happening through this response?

Do you believe that someone who hurts others is worthy of having their well-being maintained?

What are we teaching our students about relationships, love and belonging through our interactions with others?

How might we recognize what it means to be accountable in community? 

What are the structures we are using to ensure accountability with staff and students?

How might we begin to recognize stress behaviour in students and respond with ways that calm the brain?

What role does the environment play in creating a school culture based on restorative justice?

Construct a list of factors to consider with the team:

What you might consider:

• Do all members feel like they have a voice? What processes ensure all voices are being heard and considered?

• How are we creating the conditions for a culture of care that centre student well-being?

• How might we consider what restorative language sounds like? How might we recognize when compliance-based language shows up?

• How are we being responsive and affirming to all identities in the space?

• How might we consider how a certain space might be triggering for some?

• Have we considered what it means to create the conditions for a safer space, to foster vulnerability, and include free sharing without judgment or shame? 

•  How might we set up a space that feels inclusive, fosters a sense of belonging and where all individuals have power and agency?

•  How might we consider how we address the needs of all individuals (e.g., drinks and/or snacks are welcome in the environment)?

What role does the staff play in creating a school culture based on restorative justice?

Construct a list of factors to consider with the team:

What you might consider:

• Have staff had the opportunity to engage in whole school restorative justice learning modules?

• Have staff had opportunities to be coached to facilitate classroom circles and engage in restorative conversations? 

• Have staff had opportunities to build an understanding about sharing power and work to empower students?  

• Have staff had opportunities to facilitate classroom circles with students, including a Shared Values Circle?

• Have staff had opportunities to use restorative conversations to address harm and repair relationships?

• Have staff had opportunities to use restorative practices to address tensions with colleagues? 

• Have staff had opportunities to develop an understanding of trauma informed restorative practices?

What role does the student play in creating a school culture based on restorative justice?

Construct a list of factors to consider with the team:

What you might consider:

• How are we considering how the student who has caused harm is indicating that they are ready to participate in the restorative process (e.g.,  take responsibility for causing harm and want to make amend)?

• How are we supporting the student who has been harmed and recognizing their need for healing? How are we creating opportunities for healing through the encounter and its outcomes?

• How are we supporting the student who has caused harm to repair relationships with the students who have been impacted?   How are we co-creating norms and practices of a restorative classroom and school culture with students?

•  What opportunities are we providing students to facilitate Conflict Circles to build community and respond to conflict among peers?

What role does the family play in creating a school culture based on restorative justice?

Construct a list of factors to consider with the team:

What you might consider:

• How are we communicating the restorative values and processes used at school with families? 

• How are we inviting families to participate in restorative processes at the school?

• How are we communicating with families about what restorative justice means to them and what that might look like for their child?

• How are we considering the needs of students, families and community when we are planning for restorative justice?

• How could we plan to include consistent feedback to recognize and understand impact?

What role does the Administration play in creating a school culture based on restorative justice?

Construct a list of factors to consider with the team:

What you might want to consider:

• Has the Administration had opportunities to build capacity in restorative justice culture and practices?  Have they had first-hand experiences of sitting in Tier I, II, and III circles?

• What strategies might assist Administration to engage the entire school community and parents in the planning process? 

• How will the Administration ensure that student discipline is done with a restorative approach? 

• How will the Administration ensure all staff builds capacity and is supported with restorative justice protocols for classroom-managed and office based disciplinary referrals?

• How will the Administration model restorative justice practices with staff, students and community?

• How will Administration hold themselves accountable for shifting the culture?