Written by Alexandra Diefenthaler and Elyse Friberg
Just like nature, everything in our school environment is connected. Wildflowers grow in communities, never by themselves–because they benefit from sharing the same conditions and help reinforce each other. The same is true in schools; one meaningful conversation, one act of accountability, or one moment of empathy can take root and shape the entire landscape. Likewise, one conflict doesn’t exist in isolation; it ripples through friendships, classrooms, and the school climate as a whole. Over the past fourteen years, the Restorative Justice Program at Resolution Services Center of Central Michigan (RSCCM), has helped transform our schools into a space where evolution, growth, and connectedness are evident. Each year, we see students gain confidence in their application of restorative tools, creating a shift in their school’s culture.
As spring approaches and we anxiously anticipate it bringing forth new life for us to enjoy, it reminds us that meaningful growth is intentional and often takes time. As restorative justice facilitators, we have seen this gradual change in many students, and would like to reflect on the success of one student in particular. In this student’s first year of elementary school, she struggled to make any meaningful connections with others and lacked the tools to coexist peacefully in nearly every circumstance. She was initially reluctant to use restorative justice and acted impulsively. She had meltdowns that frequently caused her to miss school, which only amplified the lack of social skills. But, with the consistent support of the Restorative Justice Program, she slowly became more self-aware and willing to make adjustments. Due to increased familiarity with the program’s values and restorative tools, she began making attempts to rectify her behavior and was finally able to make a few friends by her second year, although it was still frustrating for her at times. However, by year three, her decision-making was altered considerably, and she was able to make, and more importantly, keep friends, as well as maintain focus and improve her performance within the classroom. She had shifted almost entirely to taking proactive measures rather than reactive ones–and found so much success in connecting with her teachers and peers that a reluctance towards self-improvement turned into gratification, excitement, and a desire to continue learning and evolving every day. The Restorative Justice Program at RSCCM has completely transformed how she communicates and will make a lasting impact on her relationships for years to come; it has laid the groundwork for her as she grows and transitions through school and all of the phases of her life.
With the school year winding down, we look back to reflect on what got us here. We can think of our restorative practices as a garden shed filled with tools that help our students repair harm. First, imagine putting on gloves before you begin tending a garden. Similarly, active listening is often the first step in building a foundation of trust and understanding. Next, think of a watering can as empathy, which nourishes the seeds of connection, enabling growth and the ability to thrive. Finally, one of the most important tools used in gardening is a trowel, which digs deep into the soil to create space for the plants. In the same way, accountability requires us to dig deep and make space within ourselves to take ownership of our choices. When used consistently, these tools not only resolve conflict but also prevent it, creating a healthier environment for anyone willing to dedicate themselves to a growth mindset. We are finding that utilizing restorative justice regularly for social-emotional learning does exactly that.