The Role of Restorative Practices in Trauma-Informed Schools

As we emerge from a year of isolation that has had real psychological impacts, it is critical for the resiliency of school communities that we address the trauma that many children and adults have experienced over the last year.  Even before the pandemic, schools were becoming increasingly aware of how many students have experienced various forms of trauma, and how traumatic experiences adversely affect student behavior in school. People often think of trauma as the result of a particularly frightening and upsetting event. However, many children experience trauma as a result of ongoing exposure to abuse, neglect, homelessness, domestic violence or violence in their communities. Living through a pandemic has caused a wave of collective trauma stemming from the isolation, high anxiety and stress levels, and deaths of family or community members that many have experienced. Chronic trauma can cause serious problems with learning and behavior. Students who act out due to anxiety and/or trauma need safe, supportive consistent classrooms and a respectful, consistent and collaborative approach to discipline. In their paper Unlocking the Door to Learning: Trauma-informed Classrooms and Transformational Schools, Maura McInerney & Amy McKlindon from the Education Law Center describe trauma-informed approaches as a holistic approach to shaping organizational culture, practices, and policies to be sensitive to the experiences and needs of traumatized individuals. Restorative schools use restorative practices and restorative discipline to create a trauma-informed environment that is supportive and healing to students - something that is more important than ever as we emerge from the collective trauma of the pandemic. 

For those experiencing anxiety, disconnection or pain, regaining a sense of connectedness and trust is essential to having a positive and productive classroom experience. Restorative Practices provide a structure for students to heal broken connections, express their feelings, and rebuild relationships with trusted adults so that they can move forward in a supported and positive way. When conflict appears in the classroom, as it inevitably will, the difference between punitive and restorative discipline can be the difference between continuing or ending cycles of trauma.

Restorative discipline fundamentally differs from punitive discipline in the way that it affects the students. Students who have been exposed to violence or have experienced trauma often feel isolated, feel a loss of control in their lives, and have difficulty relating to others or managing their emotions. In the classroom, this can lead to behavior that becomes disruptive or problematic. A restorative approach to discipline assumes that behavior is a form of communication, and children are always doing the best they can in any given moment - emotionally, intellectually and developmentally. However, traditional punitive school discipline holds that students must be reprimanded for their actions in order to learn to behave “better.” In punitive discipline, decisions are made by adults in positions of authority and are applied to the student, and this discipline often includes some form of social isolation - from detention to suspension. This process amplifies the student’s sense of feeling disconnected, losing control and being disempowered - thereby contributing to a cycle of trauma that often leads to more misbehavior.  In contrast, restorative discipline is collaborative: it includes the student and often other supportive adults in dialogue to address the harms and needs that have arisen, giving students the chance to maintain a sense of control and agency. Restorative discipline empowers students through engaging with a trusted adult in problem-solving and working together to repair any harm their behavior may have caused, leading to greater self-awareness and sense of connection to the community. Restorative discipline is respectful, consistent and non-violent. Teachers hold clear expectations within a culture of respect and support, allowing students to learn, grow and develop new strategies for managing the stressful situations that lead to misbehavior.  Therefore, when harm or misbehavior does occur, it becomes an opportunity for reflection and growth; but this can only happen if trusting relationships have already been established. The restorative approach needs to begin before misbehavior occurs.

Restorative discipline is most effective in the context of a school that is implementing all three tiers of Restorative Practices, including community building through circles and shared activities, and through using restorative language that emphasizes curiosity and compassion rather than shame and blame. Sitting in Circle together provides both students and adults an opportunity to practice self-expression, communication, and empathy. It gives everyone a chance to connect as people and build relationships that can lead to trust and cooperation.  Restorative schools provide clear and consistent behavioral expectations for everyone, open and respectful communication, and sensitivity and awareness of the feelings and emotions of others. They build skills in emotional management, self-control and conflict resolution for both children and adults. These practices create a school culture where open communication, healthy boundaries, healthy social relationships and growth and change are valued - an environment where even those who have experienced deep trauma can thrive. As we all work to move forward together, implementing Restorative Practices is one highly effective way to restore trust, communication and connection in school communities.