Restorative Practices

Discipline at EUACS will differ greatly from the punishment system (i.e. detention, in school suspension, suspension) traditionally employed in schools. EUACS will use the “restorative practices” approach to discipline, pioneered by Ted Wachtel at the SaferSanerSchools Program at the International Institute for Restorative Practices (IIRP). The restorative practices concept has its roots in “restorative justice,” a new way of looking at criminal justice that focuses on repairing the harm done to people and the relationships rather than on punishing offenders. Restorative practices is based on the hypothesis that human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them.

The most critical function of restorative practices is restoring and building relationships. Students must meet with those they have wronged, explore what happened, and make necessary amends. The restorative practices process can happen in groups as small as three and as large as a whole class. Parents can be involved and sometimes writing is used as a first step in getting students to think about their actions.

Restorative practices is best explained by looking at examples of it in action:

• Three students at a Bucks County middle school were caught throwing food at lunch. Rather than detention, they were given journals and told to reflect on whom they had wronged and what they would do to make sure that such behavior does not happen again. One student later apologized to the teachers aide he hit with a piece of popcorn.  
• At that same school, a group of teachers and administrators met in a circle with a student who had skipped four classes earlier in the week. It was brought to his attention that he hurt his class partner by not being in class to do his part. He had to make amends to his partner and sign in and out of each class until his teachers feel he has earned back their trust.  
• At a Montgomery County high school, restorative practices were used to deal with athletes who had etched their names in lockers. The maintenance workers who had to repair the lockers, administrators, and the students met in a circle to discuss who had been harmed by the students’ actions. The students were not able to participate in athletics for a period of time and had to pay for the damage.  
• At the same high school, a fight broke out between two high school students and by the time the students reconvened for the next class period the entire class was riled up and emotions were running high. So the teacher in the called for a “circle” and launched a series of questions: What happened? What was your role in it? Who was affected and how? How are you going to fix it? Within 15 minutes, the class had talked through the incident and calmed down.

Schools have experienced success in decreasing the number of suspensions and disciplinary referral, largely because the process helps teach students handle situations differently the next time. The process is less passive than a traditional punitive process and offenders are taught accountability to their victims and to others affected by their misdeeds. Students must find an acceptable way to make amends, and their actions restore their relationship with their community.

As EUACS implements the restorative practices process, the school will receive technical assistance from the IIRP.

Contact Us

Mr. Omar Barlow
CEO and Principal

P: 267-440-3512
E: obarlow@eastern.edu

Mrs. Weslie Holland
Executive Assistant

P: 610-341-3111
E: wholland@eastern.edu

Eastern University Academy Charter School
3 Falls Center Suite 2
3300 Henry Avenue
Philadelphia, PA 19129