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Learning series probes the value of restorative justice in schools

by Johnesha Harris, Special to The New Tri-State Defender

Many – if not most – who attended the Memphis Educational Equity Learning Series at the National Civil Rights Museum recently shared the belief that there is a path for local schools to reduce suspensions, expulsions and other punitive measures while increasing support for students.

The panel discussion that drew their presence was entitled “Tackling the Pipeline: Restorative Justice & Conflict Resolution.”

“We have to look at suspension and expulsion rates, determine the root of those issues and then figure out how to change them to better our students,” said Dr. McPherson, student support manager of behavior and student leadership for Shelby County Schools (SCS). “Restorative practices are a key initiative to this action plan.”

Stand for Children, a non-profit education advocacy organization, hosted the event, which was the ninth in its learning series. It was presented as a continuation of the work being done by Stand’s Momentum Memphis Task Force groups. And it was a follow-up to the Discipline Revolution Project’s visit to Memphis in March 2018.

Two videos were shown to the audience; one on learned behavior that is exhibited by children watching their parents. The other was a SCS presentation detailing issues that many students and faculty deal with daily in schools.

Before participating in the panel discussion, McPherson outlined the background for the discussion topic. Nationally, there is a momentum-gathering push towards restorative justice – some use the term restorative practices, in schools. It’s about making use of an alternative to the historical use of the punish/suspend discipline method. Some studies have shown that the punish-suspend approach tends to “disproportionately punish students of color.”

Also on the panel were LeTicia Taylor, a licensed restorative practices trainer, founder and CEO of Miseducated Educator; and Rod Peterson, principal for Oakhaven Middle School, which has been a leader in implementing restorative process in its daily curriculum.

The panel answered questions about first steps for the restorative program, measuring the success of the process, how parents can get involved and the kills needed from students to help the program progress.

“Restorative circles and language are key in making this system work,” said Taylor. “Students need to feel welcomed and know that they will be heard. This is all about relationship building, supporting community and repairing harm done.”

Peterson said, “Students need safe spaces to express themselves. … Adults have to be open to allowing these options.”

Along with restorative practices, McPherson said SCS  has noticed a growth in administrators and educators getting certified in the Kingian Method, an initiative started through Dr. Martin Luther King Jr., and the Love and Logic method, which is a precautionary measure to the restorative method.

The panelists encouraged educators and parental figures in the audience to take a heavy interest in restorative processes, keeping in mind that it’s about helping students through the approach.

The moderator was Milton Stewart, data and technology manager at Memphis College Preparatory Elementary School.

The “Tackling the Pipeline: Restorative Justice & Conflict Resolution” discussion came amid a “Week of Nonviolence,” which was proclaimed as Sept. 15-23 by Mayor Jim Strickland and Shelby County Mayor Lee Harris.

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