Navigating Hesitations: The Journey to Restorative Practices in Education

"Before we talk about circles, let's talk about our approach to community and conflict. Do we, as a staff, agree to move toward a framework rooted in high accountability, high support, and mutual respect?" As schools increasingly adopt restorative practices, how do we address the hesitations that arise among staff members? There is a growing emphasis on utilizing circle processes for community building and conflict resolution. However, some individuals remain hesitant to engage in these circles, often concerned that such participation prioritizes feelings over actionable solutions. This perception can lead to resentment towards the circle process—especially when participation is mandatory for professional development.

Understanding Restorative Practices

To foster a more inclusive environment, we must first examine the foundational principles of restorative approaches. We should collectively ask ourselves: What is your relationship with the restorative approach? Do we agree on the restorative philosophy for this educational environment, and are we willing to move towards it?

The Importance of Mindset

Staff members seek autonomy and accountability. It is crucial to recognize that progress is not always linear; moving three steps forward and two steps back is perfectly acceptable. Therefore, I invite everyone to consider whether we agree to pursue a restorative approach, even before discussing how to promote the circle process.

A common pitfall for schools is imposing the structure of circles before establishing a shared understanding of the underlying philosophy. When professional development mandates participation in circles without a clear understanding of their purpose, it often feels performative, unsafe, or a waste of time. For action- and solution-oriented educators, focusing solely on feelings and relationships can seem like a regression.

Engaging Skeptics Meaningfully

By reframing the conversation from "Are you ready to sit in a circle?" to "Do we agree on a restorative approach?" we can address the need for autonomy and engage skeptics meaningfully. It is essential to view restorative practice as a mindset rather than merely a seating arrangement. If staff members do not embrace this mindset, the circle becomes an empty ritual.

Prioritizing the restorative philosophy over the circle process not only respects the staff's autonomy but also encourages their agreement to move in a specific direction rather than enforcing compliance—acknowledging that this journey may involve three steps forward and two steps back.

Addressing Concerns

For those who are wary of circles, there is often a concern that they may be perceived as "soft" or overly focused on emotions without leading to actionable solutions. We can counter this perception by promoting a balanced framework that incorporates both high challenge and high support. Restorative practices are not about avoiding consequences; rather, they emphasize collaborating with people rather than doing things to or for them. Through restorative practice, we are developing our capacity for collaboration, which embodies compassionate accountability.

Transitioning Towards a Restorative Culture

Transitioning towards a restorative culture is inherently non-linear. We will encounter both progress and setbacks, which are normal parts of the learning process. Our goal is not perfection but a shared commitment to the direction we wish to take.

Conclusion

As we move forward, let’s commit to engaging in meaningful dialogue about restorative practices. How can we collectively embrace a restorative mindset that empowers both our educators and students? Together, we can navigate these hesitations and foster a supportive, restorative educational environment.

Words and Photo by K E I K O