Stemming the School-to-Prison Pipeline: Applying Restorative Justice Principles to School Discipline Practices

Event Date
Add to Calendar 2013-03-20 16:00:00 2013-03-20 16:00:00 Stemming the School-to-Prison Pipeline: Applying Restorative Justice Principles to School Discipline Practices Description This fourth event of the Supportive School Discipline Webinar Series provided the knowledge that school, district, residential facility, and court staff; law enforcement and legal personnel; youth; families; and other community stakeholders need to better understand how restorative justice principles, when applied to school discipline practices, can stem the school-to-prison pipeline. With the potential of teaching conflict resolution skills, fostering understanding and empathy, and building stronger relationships in schools and communities, restorative justice has proven to be an effective alternative to punitive and exclusionary responses to problem student behavior. The Webinar featured Dr. Mara Schiff, Associate Professor of Criminology and Criminal Justice at Florida Atlantic University, who provided an overview of restorative justice, its key principles, and its potential impact on transforming the school discipline landscape. She was followed by Ms. Rita Alfred, Co-founder of the Restorative Justice Training Institute, who shared her work translating restorative justice principles into the school setting to identify critical intervention points and prevent students’ unnecessary involvement with the justice system. Finally, Ms. Lorraine Stutzman Amstutz, Restorative Justice Coordinator for the Mennonite Central Committee U.S., discussed her work training schools in the implementation of restorative justice practices, focusing on the important role everyone has to play in transforming culture and discipline responses. Learning Objectvies As a result of participating in this session, participants were able to: Understand the key principles of restorative justice Examine how restorative justice can prevent students from unnecessarily entering the justice system via referrals from school Identify the potential positive impacts of restorative justice on school and community safety, student engagement and achievement, and overall student and staff well-being Plan how to apply restorative justice principles to school discipline approaches using examples from some jurisdictions Audience This Webinar is appropriate for school district superintendents and allied staff, community- and residential facility-based school administrators, teachers, and support staff, school climate teams, student support personnel, school resource and security officers, probation/parole officers, law enforcement, judges and court administrators, legal personnel, and youth, family members, and other community stakeholders. Webinar Materials View the webinar recording (FLV) Download the presentation slides (PDF) Questions and Answers (PDF) - Coming Soon! noreply@air.org America/New_York public

Description

This fourth Supportive School Discipline Webinar Series event provided the knowledge that school, district, residential facility, and court staff; law enforcement and legal personnel; youth; families; and other community stakeholders need to better understand how restorative justice principles, when applied to school discipline practices, can stem the school-to-prison pipeline. With the potential of teaching conflict resolution skills, fostering understanding and empathy, and building stronger relationships in schools and communities, restorative justice has proven to be an effective alternative to punitive and exclusionary responses to problem student behavior.

The Webinar featured Dr. Mara Schiff, Associate Professor of Criminology and Criminal Justice at Florida Atlantic University, who provided an overview of restorative justice, its key principles, and its potential impact on transforming the school discipline landscape. She was followed by Ms. Rita Alfred, Co-founder of the Restorative Justice Training Institute, who shared her work translating restorative justice principles into the school setting to identify critical intervention points and prevent students’ unnecessary involvement with the justice system. Finally, Ms. Lorraine Stutzman Amstutz, Restorative Justice Coordinator for the Mennonite Central Committee U.S., discussed her work training schools in the implementation of restorative justice practices, focusing on the important role everyone has to play in transforming culture and discipline responses.

Learning Objectvies

As a result of participating in this session, participants were able to:

  • Understand the key principles of restorative justice
  • Examine how restorative justice can prevent students from unnecessarily entering the justice system via referrals from school
  • Identify the potential positive impacts of restorative justice on school and community safety, student engagement and achievement, and overall student and staff well-being
  • Plan how to apply restorative justice principles to school discipline approaches using examples from some jurisdictions

Audience

This Webinar is appropriate for school district superintendents and allied staff, community- and residential facility-based school administrators, teachers, and support staff, school climate teams, student support personnel, school resource and security officers, probation/parole officers, law enforcement, judges and court administrators, legal personnel, and youth, family members, and other community stakeholders.

View the webinar recording (FLV)

Download the presentation slides (PDF)


American Institutes for Research

U.S. Department of Education

The contents of the National Center on Safe Supportive Learning Environments Web site were assembled under contracts from the U.S. Department of Education, Office of Safe and Supportive Schools to the American Institutes for Research (AIR), Contract Number  91990021A0020.

This Web site is operated and maintained by AIR. The contents of this Web site do not necessarily represent the policy or views of the U.S. Department of Education nor do they imply endorsement by the U.S. Department of Education.

©2021 American Institutes for Research — Disclaimer   |   Privacy Policy   |   Accessibility Statement