Page 39 - CARING and SAFE SCHOOLS in ONTARIO

FIGURE 10. THE USE OF THE RESTORATIVE CIRCLE
Objectives of a restorative circle
• To provide an insight for the offending student into the impact of his/her behaviour on others • To allow those affected to confront the offending student
• To provide a safe, supportive environment in which those affected can state their views about
how the harm should be repaired, as well as an opportunity for the offender to repair the harm
that has resulted
• To involve family and significant others and increase accountability and responsibility
• To provide the school community with an appropriate response to disruptive and serious incidents
Factors that contribute to successful restorative practices
• The school management needs to be committed to the use of restorative practices rather than punitive practices.
• All of the participants need to be allowed to tell their story from their own point of view.
• The wrongdoer, in order to change and understand the impact of his/her actions, needs to
experience the emotional impact those actions have had on the victim(s).
• All parties need to feel that they had a significant voice in the decision (this will encourage
better participation and a greater willingness to make the plan work).
Outcomes of a restorative circle
• The victim is able to feel safe again.
• The focus on harm and unacceptable behaviour can increase the likelihood that the wrongdoer
will accept responsibility for what has happened.
• The experience can enhance the wrongdoer’s capacity for empathy and reduce the likelihood
that he/she will re-offend.
• The approach facilitates the offender’s reintegration into the wider school community.
Source: Adapted from J. McGrath, “School Restorative Conferencing”, Child Care in Practice, vol. 8, no. 3 (2002), p. 196.
A major feature of the approach [i.e., restorative practice] is that it brings together a community of care around both the offender and those affected, and both “sides” share in the resolution of the problem (Drewery, 2004).
ASSESSMENT AND PLANNING TOOLS
Early Development Instrument (EDI)
▪ The early development instrument is a means for measuring children’s readi- ness to learn in a school environment in relation to developmental benchmarks rather than curriculum-based criteria. It measures children’s early development in five general domains: physical health and well-being; social competence; emo- tional maturity; language and cognitive development; and communication skills and general knowledge. The early development instrument can be applied at either
Strategies, Tools, Resources
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