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Overview

PBIS and Restorative Practices are whole-school models that can be used hand in hand to increase positive outcomes for student behavior. Both emphasize prevention and positive responses to problem behavior. PBIS’ multi-tiered structure for implementing practices and the systematic use of data provide a framework for using restorative practices that include a process for including youth, staff, and community voice within that framework.

 

What Are Restorative Practices?

Restorative justice focuses on repairing harm to relationships instead of assigning blame and dispensing punishment [Lucille Eber, 7th Annual NYC PBIS Leadership Summit, June 13, 2014]. Restorative Practices, inspired by this philosophy of restorative justice, are a framework for building community and for responding to challenging behavior through authentic dialogue, coming to understanding, and making things right [IIRP website, 2013]. Schools that use Restorative Practices must have flexibility in school policies and practices.

Restorative Practices:

  • Build healthy relationships between educators and students;
  • Reduce, prevent, and improve harmful behavior;
  • Repair harm and restore positive relationships;
  • Resolve conflict, holding individuals and groups accountable; and
  • Address and discuss the needs of the school community

Restorative Practices: A Guide for Educators

 

How do PBIS and Restorative Practices Intersect?

PBIS and Restorative Practices are whole-school models that can be used hand in hand to increase positive outcomes for student behavior. Both emphasize prevention and positive responses to problem behavior. PBIS’ multi-tiered structure for implementing practices and the systematic use of data provide a framework for using restorative practices that include a process for including youth, staff, and community voice within that framework.

Both PBIS and Restorative Practices place high value on youth and staff engagement and involvement. They support social-emotional learning for youth and staff, and are seen as effective strategies to lower racially disproportionate discipline referrals by offering adults alternative responses to student misbehavior. PBIS shifts adults’ focus from punishing and excluding to teaching and rewarding positive student behavior, while restorative practices encourage personal reflection, accountability, and healing for both students and adults. Both approaches seek to enforce positive behavior and uplift student strengths [The California Conference for Equality and Justice, 2013].

Necessary Steps to Integrating & Implementing Restorative Practices in the PBIS Framework:

  • School must have a PBIS-MTSS framework in place;
  • Staff buy-in: Identify desire and need to add value to school’s PBIS structure;
  • Determine school’s capacity to take on a culture shifting set of practices including need, resources, and commitment;
  • Identify interested pioneers/community partners;
  • Add student, staff, and parent voice to discipline decisions; and
  • Become more whole-learner focused

Adapted from Lucy A. Vezzuto, Ph.D., Integrating Restorative Practices within a Multi-tiered System of Support, OCDE MTSS Conference, April 2015


To learn more about PBIS in Connecticut, visit http://ctserc.org/pbis.


For more information about Implementation of Restorative Practices in schools, please contact SERC Consultant Amanda Pickett (This email address is being protected from spambots. You need JavaScript enabled to view it.)


This document is available as a downloadable brochure. View it here.