Building a Positive School Climate Through Restorative Practices

Klevan, Sarah

doi:10.54300/178.861

Cited by 5 publications

(2 citation statements)

References 16 publications

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“…Meanwhile, exclusionary discipline alienates students and increases the odds they will drop out. 39 If restorative practices are implemented well, the approach produces increased accountability for students, fewer suspensions, stronger feelings of safety and belonging, increased achievement, and a safer campus for everyone. 40 School Profile: Building a Community Worth Restoring at Bronxdale High School…”

Section: In Practice: Restorative Circlesmentioning

confidence: 99%

Redesigning High Schools: 10 Features for Success

Darling-Hammond,

Alexander,

Hernández

2024

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-supported teachers; authentic family engagement; community connections and integrated student supports; and shared decision-making and leadership.

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Section: In Practice: Restorative Circlesmentioning

confidence: 99%

Redesigning High Schools: 10 Features for Success

Darling-Hammond,

Alexander,

Hernández

2024

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“…55 For example, school discipline policies, and the practices that support them, are important structures within educational systems that are designed to manage student behavior. 56 These structures can either undermine SEL when they are punitive in nature or create opportunities for SEL and positive teacher-student relationships when they provide opportunities for students to gain social and self-awareness, apply problem-solving skills to real-life conflicts, and negotiate interpersonal conflicts, which are common elements in a restorative approach to discipline. 57 To create caring, safe, equitable, and challenging schools, full implementation of SEL calls for a systemic approach, with attention to social and emotional development integrated into every part of students' learning experience-during all parts of the school day, in out-of-school time, and in partnership with families and communities.…”

Section: Explicitmentioning

confidence: 99%

Evidence for Social and Emotional Learning in Schools

Greenberg¹

2023

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.

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Transformations in K-12 Teaching

Bromer

Deeb

2022

Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change

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The pandemic caused a sudden shift to virtual learning for K-12 students. It also pointed out the inequities that online teaching produced for students without online access, students with unique needs, and vulnerable students without predictable or safe home environments. The consequences of the pandemic included decreased student enrollment and attendance, learning loss, and mental health issues. This chapter explores the possibility of seeing the silver lining within the dark cloud the pandemic brought by an examination of the issues of inequity that arose during the pandemic and an exploration of realistic and manageable solutions. Stronger efforts to meet all individual student needs through more individualized and student sensitive approaches and openness to innovative learning environments are solutions that are possible. The chapter concludes by imagining future transformations through educational reform, enhanced educator preparation, and the development of communities of practice so that no future crisis leaves any child behind.

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Building a Positive School Climate Through Restorative Practices

Cited by 5 publications

References 16 publications

Redesigning High Schools: 10 Features for Success

Redesigning High Schools: 10 Features for Success

Evidence for Social and Emotional Learning in Schools

Transformations in K-12 Teaching

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