Restorative Justice Brochure (PDF)

Restorative Justice

Restoritive Justice Group 2011Restorative practices prevent, address, and change behaviors that hurt individuals, families, schools, and our communities. Restorative practices focus on repairing the harm and reintegrating those involved in the conflict. This involves collaboration between all members of the Leland and Gray community by talking about important issues, improving relationships, creating a peaceable climate, and providing youth a sense of hope, purpose, and place.

Restorative Justice is the most effective way to a peaceable school and student empowerment on disciplinary issues.


Restorative Justice at Leland and GrayRestoritive Justice Training 2011

Need to solve a problem at school before it blows up? Want to clear up conflicts in class? With friends? With people who you usually avoid?

Then see one of us!
We have all completed training in the restorative justice circle conference. We will help you sit down with others and solve conflicts peacefully.

We are: Amanda Begnoche, Amii Beaupre, Angel and Michelle Rivera, Trevor and Kayleigh Maskell, Ashley Bussino, Aurora Culchera, Itara Jacobs, Jacob Gagnon, Jessica Davis, Justin Maturo, Kayla Farace, Kori Griffin, Elizabeth Symanski, Alana Redden, Stevie Roberts, Asa Chapin, Elly Dagg, Krista Gay, Kristen Petrucelli, Rheanna Barber, Sarah Sheppard, Troy Fuller, Sara Chard, Tong Chen, Florencio Ricohermoso, Arlene Hanson, Jeremiah Burrow, Patty Hinds, John Beagan, Anna Potter, Dorinne Dorfman, Dan DeWalt, Hanah LaBarre, David Ahern, Ruth Ann Dunn, Mikell Lasch, Barbara Marchant, Paul Weber, and Melanie Zwolinski.

A student, faculty/staff member, parent, or community may request a restorative justice circle conference by contacting any trainer listed above. For immediate assistance, see the principal, director of student services, or campus supervisor.

For more information on the restorative justice circle conference, download the brochure here.

Researchers studying schools around the world have discovered the following:

•    The Minnesota Department of Education reported that schools implementing RJ reduced suspensions by 30-50% (Porter, 2008).
•    Student disrespect toward teachers and classroom misbehavior were cut by two-thirds after RJ became the practice in Pennsylvania's Springfield Township High School (Porter, 2008).
•    Victims expressed greater satisfaction having engaged in mediation with the offender than were those who participated in traditional court proceedings – 79% vs. 57% (Umbreit, 1994).
•    Offenders who mediated with victims far more frequently completed the restitution requirements than those who did not: 81% vs. 58% (Umbreit, 1994).
•    In two high schools studied, inappropriate behavior, classroom disruptions, and disrespect towards teachers were reduced by more than two-thirds. Detentions, disciplinary referrals, and out-of-school suspensions declined by 40% or more (Mirsky, 2007).

For extensive information on Restorative Justice nationally and internationally, visit the International Institute for Restorative Practices at www.iirp.org.


References

Mirsky, L. (2007). SaferSanerSchools: Transforming school cultures with restorative practices. Reclaiming Children and Youth, 16, 2, 5-13.

Porter, A. J. (2008) Restorative practices in schools: research reveals power of restorative approach, part II.

Umbreit, M. (1994). Victim meets offender: The impact of restorative justice in mediation. New York: Criminal Justice Press.