The NACRJ Board of Directors has approved guidelines for managing and implementing Restorative Practices in K-12 Education. This document offers essential elements of RPE and a basic implementation framework (e.g.Implementation Science and Multi-Tiered Systems of Support) for helping schools organize and develop their schoolwide plan. When developing an implementation plan, we encourage you to work with a diverse team of school community members, including students, and create opportunities to hear from the school-community at-large, thereby remaining true to the principles of RPE (relationships, healing harms, shared voice and power, equity, trauma-sensitivity), while valuing your school’s unique context and culture. A complete copy of the implementation guideline document is now posted on our website under the Policy section.
Last winter and spring the Zehr Institute for Restorative Justice conducted a 'listening project' with a cross-section of RJ stakeholders and practitioners in 5 different parts of the United States and one in British Columbia. The intention was to get a feel for “the state of the state” of restorative justice in the US and Canada—to take the pulse of where we are now as a movement, create a shared roadmap for the future, and offer recommendations to advocates and donors on how to resource and build the restorative justice movement in its North American context. Issues of race, privelege, and social change can be found threading throughout the report. In all, 130 people participated in the project sharing their views and perspectives.
Driving this project was this overall question: What is the maximum impact we in the restorative justice movement want to see or that we can imagine emanating from the movement in the next decade? NACRJ is glad to make this newly released, 50-page report (the Restorative Justice Listening Project) available to both its members and to the general public. Click here to download a 1-page summary about this report.