In matters where students express an interest in coming together with other students involved in an incident to address impact/harm, repair relationships, and work together to find a path forward, staff from the Center for Student Conduct will provide an opportunity for those students to engage with one another using restorative approaches. It is important to note that all parties involved must express an interest in engaging with a restorative process; engagement with this process cannot be mandated. 

Staff from the Center for Student Conduct will guide students through a restorative process asking questions of all parties. These deliberte questions will provide an opportunity for those involved to explore their role in what happened, the impact of their actions, or the impact they have experienced. Students who express an interest in engaging with a restorative process should be prepared to step into the process with an open mind. Students will be given the opportunity to share their perspective and to listen as their peers also share.

How does the Center for Student Conduct define Restorative Practices?

Restorative Justice is a term first utilized by Albert Eglash beginning in the 1950s. Zehr (1990) used the term in contrast to retributive justice systems. Practices such as circles, conferencing, and mediation pre-date the term and have evolved from various indigenous communities throughout the world.

Restorative Practices are deliberate things we do and the processes we use to apply restorative justice theory and principles. The International Institute for Restorative Practices (IIRP) considers restorative practices a social science and restorative justice a subset of restorative practices (Wachtel, 2016). Most of the staff from the Center for Student Conduct have been certified by IIRP to engage students with a deliberate commitment to restorative practices.

Restorative Approaches constitute the "big umbrella" for this work — the theory and principles as well as the processes and practices used in application. Some examples of restorative approaches may include (but are not limited to):

  • Circles – Circles are used in communities for many reasons such as building community and addressing conflict. A circle facilitator will guide the process. A circle is an opportunity for students to gather and address conflict. Specifically, if one or more individuals were negatively impacted by actions of another individual, a circle is an opportunity to address the harm done. All parties have an opportunity to talk about what happened, the impact of another's actions, and what each participant experienced.
  • Mediation – Students involved in a conflict will work together with a mediator from the Center for Student Conduct to achieve a mutually agreed upon outcome.
  • Facilitated Dialogue – Facilitated dialogue is less formal than mediation and focuses more on the process of engaging in productive conversation with others. A facilitated dialogue is less focused on the outcome.
  • Conflict Coaching – A coaching session will aim to help students further understand their own conflict style while exploring new ways to engage in challenging situations/conversations.

 

What are Restorative Approaches?

  • Restorative approaches are how we conduct ourselves. They encompass the principles that guide our interactions with each other.
  • Restorative approaches can be used both proactively and responsively.

What does this mean?

  • Restorative approaches are a way of being and a set of principles for interacting with one another.
  • Restorative approaches provide each person involved a voice and an opportunity to share perspective.
  • Restorative approaches provide space to honor one another’s experiences and seek mutual understanding.
  • Restorative approaches allow us to create an environment grounded in respect and support for each other, which then helps us navigate future conflicts.

Why do people use Restorative Approaches responsively?

  • A deliberate restorative approach assists us as we address the impact of our words and actions.
  • Commitment to the practice assists us as we create a sense of community.
  • Sustaining the practice strengthens our community.
  • Engaging with one another from a restorative approach enhances relationships.
  • Restorative practices help to restore relationships that have experienced harm.
  • Practicing a restorative approach increases belonging and agency.
  • A commitment to restorative practices informs effective leadership.
  • A community that utilizes restorative practices experiences greater general satisfaction and outcomes.

If you have specific questions about our use of restorative practices, please reach out. We look forward to talking with you about possible ways to engage restoratively with your peers.

 

Laura Mirsky (2016), Albert Eglash and Creative Restitution: A Precursor to Restorative Practices, The International Institute for Restorative Practices online newsletter.

Ted Wachtel (2016), Defining Restorative, The International Institute for Restorative Practices [PDF].

Howard Zehr (1990), 'A Restorative Lens', in Changing Lenses: A New Focus for Crime and Justice, Waterloo, Ontario: Herald Press, pp. 177-214.