This is arguably the most important tier. It is very difficult to engage in discussion around repairing a community, if members don’t feel connected to or represented by it. Community building is largely conducted through Circle-keeping protocols. This space can be used to surface student issues, discuss current events, and other expressive forms of student voice. Similarly, staff and PTA meetings can also use community Circle protocols to build trust and develop relationships.

When harm takes place, it has the potential to impact multiple members within the community. Tier II practices are specifically used to address harm, unearth what happened and develop a plan for how relationships can be repaired. Schools use structures such as Peer Mediation and Fairness Committees to discuss harm and engage impacted members around pathways for collective healing. More advanced models of Restorative Justice encourage teachers to also participate in harm and conflict circles with each other to repair and rebuild fractured staff.

Unfortunately, sometimes students and families experience an extended period of time away from school (ie. out-of-school suspensions, arrests, moving away briefly etc.). Tier III practices, such as parent conferences or re-entry Circles, aim to reintegrate community members in a manner that is both humane and sets the groundwork for a productive return.