Previous Challenges in PDSB Restorative Practices Training:

• Focus on after harm has occurred

• Prescriptive processes on restorative circles (required formal scripts)

• Occurs in vacuum from race and oppression

• Came across as strategies or processes to implement

• ‘Training’ that offered a ‘certification or designation’ of being RP Trained

• Continual harm and oppression to racialized students leading to continual disproportionate outcomes for Black, Indigenous and other racialized students

• Often required forced conversations and conferences that re-traumatized students and reinforced power imbalance between staff and community

• Lack of transparency of restorative justice process with community stakeholders

• Bias and discrimination often led to the increased harm of Black, Indigenous, and other racialized students

Restorative Justice in Education:

• Relationship centered

• Based on foundational principles of anti-racism and anti-oppression

• Is a mindset and stance

• Centers community voices: students, parents, staff, and community stakeholders

• Understanding that the roots of restorative justice are based on decolonized educational practices which focus on relationships, community voice, and affirming identities NOT on conformity, compliance, and control

• A way of being in community through relationships with students and families

• Is ongoing professional learning that continues to build capacity on being an anti-racist/anti-oppressive educator

• Aligns with current board supports of EML, Destreaming, and school success planning

• Removes the onus of the student being the “problem” and recognizes the critical self-reflection and humility required by staff