Building a Trauma-Informed Restorative School by Margaret Thorsborne

Author:Margaret Thorsborne
Language: eng
Format: epub
Publisher: Jessica Kingsley Publishers
Published: 2020-12-21T00:00:00+00:00

Figure 9.1: Restorative action plan format

The plan can be broken down into parts. How will a responsible youth repair the harm done to those directly impacted, their family, their community, and themselves? Depending on the circumstances of the event, defining how a student who created the harm will better themselves and repair harm to self is a nice starting point. Next, it is helpful to define how they will make amends or restitution to those they have directly harmed. Some might call those people victims. It is important for us to ask those directly harmed what they need to feel so that accountability or healing is possible, and then return to the responsible youth and ask if they are willing to meet those needs and how it could be done. The process is repeated for all involved.

Using the restorative questions is one way of opening the conversation about repairing harm or looking at what people need to commit to doing to bring a situation back into balance. By helping people walk through what happened, who has been impacted and how, and what needs to be done to make things right, we allow the process of healing to begin. It is helpful to ask each person what they are willing to commit to.

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As we reach the end of Section 2 on restorative skills, it is important to remember that these skills form the “doing” part of this work. When we couple that with the foundations and principles material from Section 1, we increase our chances that the practices that follow in Section 3 will come from a life-enriching place in us. In Section 3, we will explore how to take this new lens on behavior and our new set of skills and put them into action.

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