Restorative Practices

Restorative Practices or “Circles” are based on indigenous practices and philosophy. In the 1990’s members of The Hollow Water First Nations and Carcross-Tagish and Dahka T’lingit First Nations in Canada began teaching the Circle practice to non-Native people. They chose to do this because First Nation communities were seeking alternatives to the mass incarceration of their people, which was- and remains- another form of genocide. Returning to Native ways to resolve conflicts and harms required collaboration with non-Native people: lawyers, prosecutors, judges, as well as non-Native neighbors. In the process, non-Native people experienced the Circle process and its power to bring positive transformation for everyone involved. From these origins, the use of Circles among non-Natives has grown. 

The Circle process that many non-Native people are using today is rooted in the tradition of talking Circles that The Hollow Water First Nations and Carcross-Tagish and Dahka T’lingit First Nations in North America use and have used for millennia. In these traditions, Circles are far more than a technique; they are a way of life. Circles embody a philosophy, principles, and values that apply whether people are sitting in Circle or not. We are deeply indebted to those who have carried these traditions into modern times.

Source: The Indigenous Origins of Circles and How Non-Natives Learned About Them

#1 When should Brad be notified about a welcoming-back reentry circle?

Action Step: Notify Brad immediately when a student is being suspended for 3 or more days due to a Level 1 infraction.

This ensures he can adjust his schedule and begin preparing support. Early notice also allows for collaboration and consultation, especially if there are questions about whether a restorative reentry circle is the right approach. Proactive communication helps us coordinate, create consistency, and offer the student a return that reflects care and accountability.

#2 Do I need to submit a Restorative Practices Service Request to involve Brad in a reentry circle?

Yes. Please complete the ICCSD Restorative Practices Service Request Form whenever requesting Brad’s support.

After submitting the form, follow up with a brief email that includes key details (student name, return date, context). This helps ensure timely planning and allows the Office of Educational Services and Student Success to provide the most effective, informed support.

#3 What if a student gets into another conflict during their suspension, especially with the same peer involved in the original incident?

This is a critical time to respond with care, not delay.

If harm continues during suspension, reach out for support immediately. Let’s collaborate on a reentry plan that accounts for new developments and prioritizes emotional safety for everyone involved. Students don’t just need consequences, they need structure, support, and clear paths forward.

#4 When should we hold a repair-harm or conflict circle after a student returns from suspension?

Aim to follow up within the first week of return.

This allows us to check in, evaluate how the reentry plan is working, and determine whether additional support is needed. If tensions remain high, we may need to pause before circling back. Not every situation requires a formal circle right away, but every student deserves a plan that adapts and responds.

#5 What should we do if a parent requests a restorative mediation or community-building circle, but the student does not wish to participate or the school is not recommending it at this time?

We always want to honor a parent’s desire for healing and dialogue, but we also respect student readiness and school context.

If a restorative circle is not appropriate in the school setting at this time, the Restorative Practices Team can support parents by facilitating a community-building circle at the local public library. This space allows families to engage in meaningful dialogue without placing pressure on students or school staff.

We recommend that a school counselor and administrator be present in support, not as facilitators, but as listeners and liaisons. This approach reflects our commitment to family voice, while also ensuring that our work remains grounded in readiness, consent, and community care.

#6 What if a teacher or staff member wants to attend a reentry meeting, but they don’t appear emotionally ready to support the student in a restorative way?

If a staff member is not ready to engage from a place of support, care, or neutrality, they should not attend the reentry meeting, and a new classroom placement after the student reenters may need to be considered.

Reentry is a space of welcome and healing, not a continuation of punishment or unresolved tension. To protect the integrity of the process and the emotional safety of all participants, we ask that only those prepared to contribute constructively be present.

Next Steps:

• The school should offer the staff member a restorative dialogue opportunity to reflect, name concerns, and explore support needs.
   
• Administrators should assess the situation holistically, including the staff member’s readiness and the student’s well-being, to determine whether changes in the student’s placement or classroom environment are appropriate.

#7 If a student is being interviewed by the CARE Assessment Team, should we assume it could be a Level 1 infraction and notify Brad?

Yes, err on the side of caution and loop Brad in as soon as there’s any indication that the situation may involve a Level 1 infraction or a possible threat to another person.

Early communication ensures that Brad can begin planning and offer support if a reentry process or restorative intervention becomes necessary. It also creates space for collaborative decision-making with the CARE team and school leaders.

Keep Brad updated as the situation unfolds. Even if the outcome changes, it’s easier to adjust plans than to play catch-up. This approach helps us maintain consistency, uphold safety, and center student dignity throughout the process.