Restorative Practices in DASD

Group of students with their arms around each other.

Building Safe, Connected, and Engaged SchoolsAt Downingtown Area School District, we believe students thrive when they feel safe, connected, valued, and respected. Restorative Practices are one of the ways we intentionally build strong relationships, strengthen school communities, and address conflict in ways that promote accountability, growth, and belonging.

This commitment directly supports Goal 1 of the DASD Strategic Plan: Students Feel Safe, Connected, and Engaged.

Restorative Practices help us create learning environments where students are known, heard, respected, and empowered to contribute positively to their school community. Our approach is not a “one-size-fits-all” system. Instead, we will thoughtfully adapt these best practices to meet the needs of our school community. All Restorative Practices implemented in our schools is are aligned with district policies and procedures.

A Guide and Toolkit to Restorative Practices in DASD

What are Restorative Practices?

Restorative Practices are a proactive approach to building relationships, strengthening communities, and responding to conflict or harm in ways that repair relationships and restore trust.

Rather than asking: "What rule was broken?"

Restorative Practices ask:

What happened?
Who was impacted?
What needs to happen to make things right?
How can we strengthen relationships moving forward?

The goal is not simply punishment. The goal is accountability, learning, healing, and community.

The Core Principle

The Aim of Restorative Practices

Student Relations and School Climate

DASD STAFF:

Each school has a dedicated climate team focused on building relationships and fostering a sense of belonging where students feel heard, valued, and respected. Climate teams support the implementation of restorative practices throughout their school communities.

For more information about training opportunities, contact the Director of Student Relations and School Climate.

Restorative Practice staff hub

Restorative Practices in DASD

Everyday Examples

Morning Check-In Circle

Students share:

How they are feeling
Goals for the day
Something they are looking forward to

Classroom Agreements

Students help establish expectations for:

Respect
Participation
Collaboration
Safety

Restorative Conversation

Instead of “You broke the rules,” an educator might ask:

What happened?
What were you thinking at the time?
What have you thought about since?
Who was affected? How were they impacted?
What can be done to make it right?

Why It Matters at DASD

Student Success

Research consistently demonstrates that students learn best when they feel:

Safe
Connected
Valued
Heard
Supported

Strong relationships improve:

Academic achievement
Attendance
Engagement
School climate
Student well-being

District Goals

Restorative Practices directly supports Goal 1 of the DASD Strategic Plan by helping students feel:

Safe: Students know adults care about them and will address conflict fairly.

Connected: Students develop meaningful relationships with peers and staff.

Engaged: Students have opportunities to share their voice and contribute to their school community.

Belonging

At DASD, belonging means every individual is accepted, valued, and respected.

Restorative Practices support this vision by:

Creating opportunities for every voice to be heard
Strengthening relationships
Encouraging empathy
Repairing harm when relationships are damaged
Reintegrating students into community after conflict

Our Partnership with IIRP

International Institute for Restorative Practices (IIRP)

The International Institute for Restorative Practices (IIRP), located in Bethlehem, Pennsylvania, is the world's first accredited graduate school dedicated to the study and advancement of restorative practices.

The IIRP provides:

Graduate education
Research
Professional development
Implementation support
Organizational consulting

DASD staff members have participated in formal IIRP training to build a shared understanding of restorative practices and strengthen implementation across our schools.

What DASD Staff Learned

Training focused on:

Relationship-centered leadership
Community building
Restorative communication
Fair process
Student voice
Circle facilitation
Conflict resolution
Repairing harm
Building belonging

Restorative Practices in Our Schools

80% Proactive, 20% Responsive

Most restorative work happens before problems occur.

Proactive Practices (80%)

Community-building circles
Classroom agreements
Intentional Relationship building
Student check-ins
Collaborative problem solving
Celebrations and recognition

Responsive Practices (20%)

Restorative conversations
Conflict resolution circles
Re-entry meetings
Harm repair conversations
Restorative conferences

Engagement Window

The Engagement Window reflects the restorative belief that positive change happens when adults work with students by balancing high expectations with high support.

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Family Resources

Families Are Essential Partners

Restorative Practices are most effective when students experience consistent messages about relationships, accountability, and empathy at both school and home. If families are interested in extending these conversations beyond the classroom, here are a few ideas to consider:

Listen First: Create space for your child to share their thoughts and experiences.
Model Accountability: Show that mistakes are opportunities for growth.
Encourage Empathy: Talk about how words and actions affect others.
Strengthen Relationships: Encourage your child to repair harm and rebuild trust.

Frequently Asked Questions

Do restorative practices replace school discipline or consequences?

Restorative practices provide additional tools to help students reflect, understand impact, repair harm, and strengthen relationships within the school community.

Restorative practices do not replace school discipline or consequences.

When misconduct occurs, appropriate consequences may be assigned in accordance with district policies, school procedures, and federal requirements, in addition to restorative responses when appropriate.

Are restorative practices only used when students get in trouble?

The majority of restorative practices are proactive and focused on relationship building.

Most restorative work occurs before problems arise. Classroom circles, student check-ins, collaborative problem solving, and community-building activities help establish trust and connection among students and staff. Strong relationships create the foundation for a positive learning environment and help prevent conflicts before they occur.

How does this support belonging?

Restorative Practices help create learning environments where students feel valued, respected, and connected.

Through intentional relationship-building, student voice, and collaborative problem-solving, students develop stronger connections with peers and adults. This directly supports DASD's commitment to Belongingness and Strategic Plan Goal 1: Students feel Safe, Connected, and Engaged.

Is this approach supported by research?

Research consistently shows that positive relationships between students and adults contribute to improved academic achievement, increased engagement, stronger school climate, and better student outcomes.

Restorative practices are used in schools, universities, workplaces, and community organizations throughout the United States and around the world as a way to strengthen relationships and address conflict constructively.

Does restorative practice mean students are not held responsible for their behavior?

Accountability is central to restorative practices. Students are expected to take responsibility for their actions and participate in repairing harm when appropriate.

Instead of focusing only on what rule was broken and what consequence should follow, restorative practices also ask:

Who was affected?
How were they impacted?
What needs to happen to make things right?
What can be learned moving forward?

Will restorative practices make classrooms less structured?

Effective restorative classrooms maintain both high expectations and high levels of support.

Restorative educators establish clear expectations, consistent routines, and strong classroom management practices while also building positive relationships with students. Research and practice show that students are most successful when expectations are clear and relationships are strong.

What does a restorative classroom look like?

A restorative classroom is a structured, engaging learning environment where students and staff work together to create a positive school culture.

Examples may include:

Classroom agreements developed collaboratively
Regular student check-ins
Community-building circles
Opportunities for student voice
Collaborative problem-solving
Respectful communication practices
Clear expectations and consistent accountability

The primary focus remains teaching and learning.

Does this take away instructional time?

The goal of restorative practices is to strengthen the conditions that support learning.

Investing time in relationship building and classroom community can reduce disruptions, improve engagement, and increase instructional effectiveness over time. Many restorative practices, such as brief check-ins or classroom circles, can be integrated into existing classroom routines.

What training have DASD staff received?

DASD staff members have participated in professional learning provided by the International Institute for Restorative Practices (IIRP), a nationally recognized organization based in Pennsylvania that specializes in restorative practices education, research, and implementation.

Training focuses on:

Relationship building
Effective communication
Student engagement
Conflict resolution
Circle facilitation
Accountability and harm repair
Community building

How does this connect to DASD's Strategic Plan?

Restorative Practices directly support DASD Strategic Plan Goal 1: Students Feel Safe, Connected, and Engaged.

The approach helps schools strengthen relationships, build community, increase student voice, and foster environments where all students can thrive academically, socially, and emotionally.

By strengthening relationships and promoting belonging, restorative practices help create the conditions necessary for learning, growth, and student success.

Is restorative practice appropriate for all situations?

No single approach is appropriate for every situation.

Schools use a variety of responses depending on the circumstances, severity of the behavior, safety considerations, and district policies. Restorative practices are one tool among many that educators can use to support students, address conflict, and strengthen school communities.

Student safety remains the highest priority in every situation.