The Restorative Path: Beyond Punishment

In our exploration of restorative practices, we're diving into a common challenge in schools today: students caught vaping. While immediate disciplinary action might be the traditional response, a restorative approach offers a powerful alternative, transforming a rule infraction into a profound learning opportunity. This isn't just about managing misbehavior; it's about fostering understanding, promoting accountability, and ultimately, building a more supportive school community.

When a student is caught vaping, the initial instinct might be to move directly to suspension or other punitive measures. However, a restorative lens invites us to pause and consider a different path. This approach emphasizes understanding the "what happened" from all perspectives, identifying the harm caused, and collaboratively developing a plan for repair. It’s a shift from simply administering consequences to actively engaging students in a process of reflection and growth.

Initial Steps: Safety and Conversation

The first priority, as always, is safety. This includes safely securing the vape device. Once that's handled, the next crucial step is to engage the student in a calm, private conversation. The goal here is not to accuse or judge, but to open a dialogue. Begin by stating what you observed in a neutral tone. For example, "I saw you using this device in the bathroom. Can you tell me what happened from your side?" This simple opening invites the student to share their perspective without immediately feeling defensive.

Once in a private setting, a series of core restorative questions can guide the conversation:
"What happened?"
"What were you thinking about at the time?"
"What have you thought about since?"
"Who do you think has been affected by what happened?"
These questions encourage critical thinking and empathy. They prompt the student to consider not just their own actions, but also the ripple effects on their health, the school environment, the staff who maintain the facilities, and other students who rely on a safe and healthy space. The aim is to help them connect their actions to broader consequences.

Education and Understanding: Bridging the Knowledge Gap

A significant number of students who vape are genuinely unaware of the full spectrum of health risks involved. This presents a vital teaching moment within the restorative process. Connecting the student with resources, such as the school nurse or a counselor, for an honest and non-judgmental discussion about the dangers of vaping is paramount. Sharing information from reputable sources like the American Lung Association, which highlights the serious respiratory issues and the highly addictive nature of nicotine in vapes, can be incredibly impactful.

Consider the story of a student named Alex. Caught vaping, the school opted for a restorative conversation followed by a meeting with the school nurse. The nurse meticulously explained the chemicals present in vape products and their long-term health consequences. Alex, who had genuinely believed vaping was harmless, had a significant breakthrough in understanding. This conversation became a turning point, leading him to seek help to quit, driven by a true comprehension of the risks to his health. This anecdote underscores the power of education within a restorative framework.

Crafting a Plan for Repair and Accountability

The restorative process culminates in a collaborative effort to develop a plan to "make things right." This isn't about mere compliance; it's about empowering the student to take ownership and actively participate in their own learning and rehabilitation. Possible actions could include:

Participating in a school-based vaping education program.
Attending counseling sessions to address underlying issues or addiction.
Contributing to the creation of informational posters or educational materials for the school community about the dangers of vaping.
Engaging in a peer education project to share their newfound understanding with fellow students.
Writing a reflective essay or statement demonstrating their understanding of the harm caused and their commitment to healthier choices.

Each of these options provides a meaningful way for the student to contribute positively and demonstrate accountability.

Partnering with Parents: A United Front

A crucial, often overlooked, component of the restorative process is involving parents. This meeting is not solely to "report" a transgression. Instead, it’s an opportunity to forge a partnership in supporting the student’s well-being and responsible behavior. Share the student's perspective, the identified harm, and the restorative plan developed.

Critically, empower the student to lead parts of this conversation themselves. "Mom and Dad, I want to explain what happened and what I'm doing to make it right." This act of self-advocacy significantly empowers the student and reinforces their ownership of their actions. The focus of the meeting should remain on shared goals for the child's health and the cultivation of responsible behavior.

The Role of Law Enforcement: A District Decision

In some instances, particularly with repeated offenses or concerns about the origin of vaping products, school districts may consider involving law enforcement. This is a complex decision that rests entirely with the individual school district, balancing the need for safety and adherence to policy with the potential impact on students.

When considering police involvement, it is imperative to acknowledge and research the "school-to-prison pipeline" theory. This theory highlights how certain disciplinary policies and practices in schools can disproportionately funnel students, particularly those from marginalized groups, into the criminal justice system. While addressing serious infractions is necessary, districts must carefully weigh the potential long-term consequences of involving law enforcement for non-violent offenses, especially when restorative alternatives could be more effective in promoting rehabilitation and keeping students connected to their education. Research by organizations like the American Civil Liberties Union (ACLU) and the Dignity in Schools Campaign provides valuable insights into this critical issue, advocating for approaches that prioritize education and support over criminalization. Ultimately, any decision regarding police involvement should be made with a deep understanding of its potential ramifications and a commitment to equitable and effective student support.

Conclusion: Turning Setbacks into Stepping Stones

Embracing a restorative approach to incidents like vaping shifts the paradigm from simple consequence to profound growth. It transforms a disciplinary challenge into an opportunity for deeper understanding, genuine accountability, and the development of crucial life skills. By fostering trust and empowering students to learn from their mistakes, rather than merely removing them from the school environment, we build more resilient individuals and stronger, more supportive school communities. This approach isn't always easy, but the long-term benefits for students and the school culture are immeasurable.

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.

Works Referenced:

American Lung Association. (n.d.). E-Cigarettes and Lung Health. Retrieved from https://www.lung.org/quit-smoking/e-cigarettes-vaping/lung-health

American Lung Association. (n.d.). E-cigarette or Vaping Use-Associated Lung Injury (EVALI). Retrieved from https://www.lung.org/lung-health-diseases/lung-disease-lookup/evali

Johns Hopkins Medicine. (n.d.). What Does Vaping Do to Your Lungs? Retrieved from https://www.hopkinsmedicine.org/health/wellness-and-prevention/what-does-vaping-do-to-your-lungs

American Civil Liberties Union (ACLU). (n.d.). School-to-Prison Pipeline. Retrieved from https://www.aclu.org/issues/juvenile-justice/juvenile-justice-school-prison-pipeline

Dignity in Schools Campaign. (n.d.). Mission. Retrieved from https://dignityinschools.org/about-us/mission/

Dignity in Schools Campaign. (n.d.). Model Code on Education and Dignity. Retrieved from https://organizingengagement.org/policies/dignity-in-schools-campaign-model-code-on-education-and-dignity/

Learning Policy Institute. (2023). Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Retrieved from https://learningpolicyinstitute.org/product/impact-restorative-practices-report

NEA (National Education Association). (2023, November 8). Do Restorative Practices Work? Retrieved from https://www.nea.org/nea-today/all-news-articles/do-restorative-practices-work

Navigate360. (n.d.). How Restorative Practices in Schools Set Students Up for Success. Retrieved from https://navigate360.com/blog/how-restorative-practices-in-schools-set-students-up-for-success/

Prodigy. (2021, October 26). The Importance of Implementing Restorative Practices in School. Retrieved from https://www.prodigygame.com/main-en/blog/restorative-practices-in-schools

University of Chicago Education Lab. (n.d.). Restorative Practices. Retrieved from https://educationlab.uchicago.edu/projects/restorative-practices/

Velez, A. M. (2022). The Importance of Whole-School Restorative Practices. Indiana University School of Social Work. Retrieved from https://ismhi.indiana.edu/articles/importance-of-whole-school-restorative-practices.html

From Vaping Incidents to Learning Moments: A Restorative Approach