Citation

Mullet JH. Child. Sch. 2014; 36(3): 157-162.

Copyright

(Copyright © 2014, National Association of Social Workers [USA], Publisher Oxford University Press)

DOI

10.1093/cs/cdu011

PMID

unavailable

Abstract

As commonly understood, school discipline seeks to stop misbehavior, teach prosocial behavior, and motivate healthier decision making in the misbehaving student. In practice, the means to these ends often take a punitive path that fosters a self-protective posture, a sense of powerlessness, and a negative attitude that can contribute to an ongoing cycle of harm. School suspensions and loss of privileges mirror a criminal justice system that looks and feels like retribution or payback. Although the misbehavior may be stifled in the immediate context, the possibility of long-term change is small. Further, an exclusive focus on the misbehaving student ignores the harm done to those affected by misbehavior, and the danger that the bullied will turn into bullies as they seek to regain power. How do we transition from getting even to getting well? Restorative justice, an empathy-based philosophy gaining ground in juvenile justice initiatives, offers a fresh perspective on school discipline. By focusing on the harm done to relationships, restorative justice practitioners view discipline as an opportunity to understand the relational nature of misbehavior, mend relationships, and make restitution. Restorative discipline offers a collaborative approach steeped in inquiry-based methodology that is ripe for further experimentation and research.

Language: en