From Classroom Chaos to Restored Respect: A Restorative Approach to Damage
We've spent this week exploring how restorative practices can transform challenging moments into profound learning experiences, from academic honesty to playground disputes. Today, we're tackling a scenario that, while perhaps less dramatic than a physical altercation, can be equally frustrating for school staff and disruptive to the learning environment: a significant mess or minor damage in a classroom. This isn't just about cleaning up; it's about fostering respect for shared spaces and understanding the ripple effect of our actions.
The Scene of the Mess: Initial Response and Open Dialogue
Let's set our final scene: A teacher, Ms. Anya Sharma, walks into her classroom after lunch to find it in disarray. There are art supplies scattered and smeared across tables, paint spilled on the floor, and chairs overturned, indicating a clear, intentional mess. The classroom will need to be closed for cleanup, disrupting afternoon lessons. A student, Lily, is still in the room, looking a bit sheepish, perhaps even trying to appear inconspicuous.
Here’s how a restorative approach can gracefully handle this situation. First, Ms. Sharma calmly assesses the extent of the mess and ensures there are no immediate hazards. Her priority is safety and clarity. Then, she calmly approaches Lily, her tone one of observation rather than accusation. "Lily, I see quite a mess here in the classroom. Can you tell me what happened from your perspective?" By inviting Lily to share her story, Ms. Sharma creates an opening for dialogue and understanding, rather than immediate confrontation.
After Lily gives her side of the story, or if she's hesitant, Ms. Sharma gently probes deeper to understand the underlying reasons. "What led to this mess? What were you feeling when this happened?" Sometimes, actions that seem senseless or purely destructive stem from deeper feelings—frustration, boredom, a need for attention, or even a misunderstanding of boundaries. Understanding the "why" is crucial for addressing the root cause, not just the symptom.
Partnership with Parents: Seeking Permission for Accountability
Before moving directly to the cleanup, a key step in this restorative process is to contact Lily's parents to discuss the situation and ask permission for her involvement in the cleanup. This might seem unusual in traditional disciplinary models, but it's a powerful way to build a unified approach and ensure transparency.
The school principal would call Lily's parents and calmly explain what happened, describing the mess and Lily’s involvement. The principal would then outline the school's restorative philosophy: "Lily was involved in creating a significant mess in the classroom today. As part of our approach to helping students take responsibility and understand the impact of their actions, we would like to have Lily participate directly in the cleanup. This is not intended as a punishment but as an opportunity for her to make amends and learn about the effort it takes to maintain our shared spaces."
This conversation frames Lily’s participation as a meaningful act of repair and a learning experience, emphasizing the collaboration between home and school. By obtaining parental permission for this hands-on accountability, the principal reinforces the idea that all parties are working together to support Lily’s growth.
Addressing the Harm: Understanding the Ripple Effect
Once permission is granted, the restorative process deepens by helping Lily understand the widespread impact of her actions. This goes beyond the visible mess to the consequences for the entire school community:
Impact on the learning environment: The classroom being out of commission disrupts other students' learning. They might have to relocate, miss scheduled activities, or have their routines disturbed, causing frustration and wasted time.
Impact on custodial staff: This mess creates significant, often unpleasant, extra work for the school's dedicated custodial team. It takes them away from other essential duties, causing delays or additional strain.
Financial and resource cost: Cleaning up spills and restoring order costs the school time, cleaning supplies, and potentially even requires replacing damaged materials. These are resources that could be used elsewhere for educational purposes.
Impact on trust and safety: Such an act can erode trust between students and staff, and between students themselves, if it creates an environment where people feel less respected or safe.
Ms. Sharma might ask Lily, "When our classroom is closed for cleanup, who does that affect in our school? What impact does this have on Ms. Chen, our wonderful custodian, and her other responsibilities? What about the school's budget, which pays for supplies and staff time?" These questions help Lily connect her actions to their broader consequences, fostering empathy and a sense of shared responsibility.
Crafting a Plan for Repair and Prevention: Direct Accountability and Skill Building
The plan to fix things should directly relate to the harm caused. The most impactful way for Lily to make amends here is for her to help clean the mess herself, with supervision. This provides direct, tangible accountability and teaches her about the effort involved in maintaining a shared space. "Since you were involved in creating this mess, it's important that you're part of making it right. We'll work together to clean this, and you'll see firsthand what it takes." This isn't just punitive; it's a powerful learning experience about personal responsibility and the value of others' labor. Research by Morrison and Vaandering (2012) emphasizes that active participation in repair, as opposed to passive punishment, is far more effective in fostering genuine accountability and a deeper understanding of harm.
Beyond the physical cleanup, other restorative steps can reinforce learning:
A sincere apology to the custodian: Having Lily look Ms. Chen, the custodian, in the eye and say, "I'm sorry for the extra work I caused you today," helps build understanding and humility.
Going over rules: Ms. Sharma would remind the class about respecting school property, using materials properly, and keeping shared areas clean. This might include reviewing the student handbook or setting a class agreement about shared responsibility.
Finding better ways: Ms. Sharma would talk with Lily about what she can do differently when she feels upset or bored, asking, "What can you do instead if you feel frustrated or overwhelmed? How can you show your feelings in a positive way or get attention?" This teaches Lily healthier ways to handle her emotions.
Communicating with Parents: Reinforcing Responsible Behavior
Finally, follow up with Lily's parents to provide an update on the restorative process. Ms. Sharma would reiterate what happened and, importantly, highlight the restorative steps taken. She might say, "Lily took responsibility for the mess, and we had her help with the cleanup as part of making things right. We also discussed the impact her actions had on other students and our custodial team, and brainstormed better ways to handle strong feelings." This communication ensures that home and school are on the same page when it comes to encouraging responsible behavior and reinforces the lessons learned. It strengthens the home-school partnership, crucial for a student's long-term behavioral growth (Riestenberg, 2006). This consistent message from both environments is key to lasting change.
Conclusion: Small Disruptions, Big Lessons
As we conclude our exploration of restorative practices this week, this final scenario reminds us that even seemingly smaller disruptions—like a messy classroom—can be transformed into huge learning opportunities. By getting students actively involved in understanding how their actions affect others and directly participating in fixing things, we build a robust culture of responsibility, respect, and community within our schools. This week has truly demonstrated that a restorative approach, while it requires thoughtful effort, patience, and commitment, leads to far deeper and more lasting positive change than just traditional punishments alone. It empowers students, strengthens relationships, and cultivates a truly respectful and accountable learning environment.
Adam Busch, lead contributor at AWB Education, brings a quarter-century of educational experience to his writing. His background spans diverse roles from classroom teacher and coach to building principal and District Office Director.
Citations:
Gonzalez, T. (2012). Restorative Justice in Schools: A Research Review. National Center for Youth Law.
Hopkins, B. (2004). Just Schools: A Whole School Approach to Restorative Justice. Jessica Kingsley Publishers.
Morrison, B., & Vaandering, D. (2012). From restorative justice to restorative practice: The evolution of a concept. In H. Strang & J. Braithwaite (Eds.), Restorative justice and civil society (pp. 31-48). Cambridge University Press.
Riestenberg, J. (2006). The Use of Restorative Practices to Reduce Disproportionality in Schools. Paper presented at the National Summit on Protecting Children and Advancing their Human Rights, Washington, D.C.
