Reference Resources
- Normore, A. H. (2017). Social and Restorative Justice: A moral imperative for educational leaders. In M. Peters, Springer reference: Encyclopedia of educational philosophy and theory. Springer Science+Business MediaA brief definition of the concept, a history of the administration of justice, restorative Justice in an Education Context, and the relationship between Social Justice and Restorative Justice.
- Bazemore, G. (2009). Restorative justice: theory, practice, and evidence. In J. M. Miller 21st Century criminology: A reference handbook (pp. 750-760). SAGE Publications, Inc.This reference handbook "Provides straightforward and definitive overviews of numerous key topics comprising traditional criminology and its modern outgrowths."
Books
Reaching and Teaching Children Who Hurt by Call Number: Main LC4802 .C73 2008ISBN: 9781557669742Publication Date: 2008-08-04
Librarian
For the reference, scholarly, and professional articles on this guide, you will be prompted to log in. Use your usual username and password for your Cord email.
Professional Articles
- Ferlazzo, L. (2021, January 9). Ways to implement restorative practices in the classroom. Education Week.Ferlazzo asks, "What are practical ways to implement restorative practices?"
Part one of a two-part series. - Ferlazzo, L. (2020, January 14). What it takes to apply restorative practices in schools. Education Week.This article poses the question: "What are practical ways to implement restorative practices?"
Part two of a two-part series. - Jennings, P. A. (2019). Teaching in a Trauma-Sensitive Classroom: What Educators Can Do to Support Students. American Educator, 43(2), 12–17.The author addresses at risk students, the classroom environment, safety, peer relationships, and student behavior.
- Sparks, S. (2019, August 20). Some FAQs for educators on children’s trauma. Education Week."This is the first installment in a series of articles exploring how schools are learning to recognize and respond to students experiencing stress, whether their trauma stems from a sudden disaster or a long-term hardship like poverty or abuse." ~Education Week
- Terrasi, S., & de Galarce, P. C. (2017). Trauma and Learning in America’s Classrooms. Phi Delta Kappan, 98(6), 35–41.This article discusses trauma, student needs, the educational environment, interpersonal relationships, emotional development, and Student behavior.
Scholarly Articles
- Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2016). The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. Journal of Educational & Psychological Consultation, 26(4), 325–353.A study of 29 high school classrooms which investigates the experience of students in classrooms utilizing restorative practices.
- Kehoe, M., Bourke-Taylor, H., & Broderick, D. (2018). Developing student social skills using restorative practices: A new framework called HEART. Social Psychology of Education: An International Journal, 21(1), 189–207.Six schools participated in this study to inform researchers about the impact of RP on student behavior from the perspectives of students and teachers.
- Lustick, H. (2020). Culturally Responsive Restorative Discipline. Educational Studies: Journal of the American Educational Studies Association, 56(6), 555–583.This article addresses culturally relevant education, discipline, justice, high school culture, and positive behavior supports.
- SWIFT Education Center. (2020). Restorative Practices. Research to Practice Brief. In SWIFT Education Center. SWIFT Education Center."Multi-tiered System of Support (MTSS) behavioral instruction includes classroom practices supporting social and emotional learning, which in turn support student academic, behavioral, and emotional success. The study summarized in this research to practice brief, "The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline" (EJ1121357), by Gregory, Clawson, Davis, and Gerewitz (2015) focused on one such practice--Restorative Practices--and the effects on student-teacher relationships and equitable school discipline." ~article abstract
- Velez, G., Hahn, M., Recchia, H., & Wainryb, C. (2020). Rethinking responses to youth rebellion: Recent growth and development of restorative practices in schools. Current Opinion in Psychology, 35, 36–40."In this article, we review recent psychological work on the restorative practices movement in schools as an alternative to how to respond to young people. This changing framework has implications for their development processes and can reframe some forms of rebellion as productive." ~article description
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Websites
- National Association of School Psychologists. Trauma-Sensitive Schools."Trauma-sensitive schools promote (a) feelings of physical, social, and emotional safety in students; (b) a shared understanding among staff about the impact of trauma and adversity on students; (c) positive and culturally responsive discipline policies and practices; (d) access to comprehensive school mental and behavioral health services; and (e) effective community collaboration. Importantly, trauma-sensitive school approaches fit well within a multitiered system of support (MTSS) framework." ~NASP website
- National Center on Safe Supportive Learning Environments. Trauma-Sensitive Schools Training Package."The Trauma-Sensitive Schools Training Package offers school and district administrators and staff a framework and roadmap for adopting a trauma-sensitive approach school- or district wide. The Training Package includes a variety of resources for educating school staff about trauma and trauma-sensitive practices and for providing school leaders with a step-by-step process for implementing a universal, trauma-informed approach using package materials." ~Training website
- Trauma and Learning Policy Initiative. Helping Traumatized Children Learn."Making trauma sensitivity a regular part of how our nation’s schools are run will require everyone – parents, educators, administrators, behavioral health providers, advocates, and more – working, learning, and advocating together . . . We bring what we learn together with up-to-date research to produce publications, and we work across disciplines and with parents to create a collaborative advocacy agenda. All of this growing knowledge informs our advocacy at the policy levels." ~Our Model of Change
- Wisconsin Department of Public Instruction. Trauma Sensitive Schools (TSS) Online Professional Development System."Welcome to DPI’s TSS Online Professional Development System. This is a free, online, on-demand system consisting of three primary components. Through this system, learners will understand the prevalence and impact of toxic stress on youth and those who care for them. Additionally, participants will understand how to infuse the values of safety, trustworthiness, choice, collaboration, and empowerment into various aspects of their existing equitable multi-level system of support. This infusion is what we call the trauma-informed lens." ~Welcome message, Wisconsin DPI website