Restorative Circles

Creating a Sense of Belonging

for Middle Schoolers
 01
Introduction
Activity
 Discussion Questions
1. Did you see others with the same answer?
Different?
2. Why is it important that we have some of the same
things in common?
3. Why is it important that we all had some different
answers?
 Table of contents

01 Sense of Belonging in Schools.

What is Restorative Justice (RJ) &

02 Restorative Practice (RP)?
 Table of contents

03 Restorative Circles.

04 Mindfulness in Schools.
 Table of contents.
Implementing Restorative Practice
05 at BMMS.

06 The General Curriculum.

 Table of contents.

07 Evaluation.

08 Outcomes & Discussion.

 Sense of Belonging.
The extent in which the student feels accepted, respected, included
and supported by their school community.

Strongly associated with:

Academic Performance.
Motivation.
Engagement.
Participation.
Overall well being.

(Goodenow & Grady, 1993)

Restorative Justice / Restorative Practices.
What’s the Difference?

RJ= Overarching alternative to criminal

justice.

RP= Practical ways that RJ and relational

balance occurs.
(Lodi et al., 2021)
 Restorative Practices.

1. Examples: restorative conferences, circles of

peace, mediation, community building circles.

2. Foster Communication, Promote Empathy,

SEL, & Conflict Resolution.

3. More common in schools & successful!

4. Improvements in school discipline, reduction

in injuries, school offenses.

5. More positive behaviors, lower suspension

rates, less need for punitive measures.
(Lodi et al., 2021), (Sandwick et al., 2019), (Gonzalez, 2016)
Implementation of RP.
Needs intentional planning &
01 strong leadership.

Most effective when

02 implemented School-Wide.

Hierarchy of Disciplinary
03 Responses.
(Garnett et al., 2020), (Anfara et al., 2013)
 Restorative Circles!
Strengthens Social
01 Proactive VS Responsive. 04 Competence & Social
Skills.

Enhance safe Builds community through

02 communication.
05 intentional practices.

Encourages talking WITH

03 Develop social well being. 06 each other rather than TO
each other.
(Garnett et al., 2020), (Forslund), (Berkley, 2017)
 Circle Structure.
1. Form the circle.
2. Announce purpose of circle (if
applicable).
3. Talking piece.
4. Guidelines reviewed.
Core Elements.
1. Center piece.
2. Talking piece.
3. Circle Keeper or Facilitator.
4. Opening & Closing Ceremony.
(Berkley, 2017), (Garnett et al., 2020)
 Mindfulness in Schools.
A helpful partner for Restorative Practices.
Often used as an opening/closing ceremony in circles.

- Greater Academic Achievement (Higher GPAs, Higher Test

Scores, Better Attendance, Fewer suspensions).
- Reduced Stress & Anxiety.
- May promote functional brain changes.

(Garnett et al., 2020), (Caballero et al., 2019), (Bauer et al., 2019)

 02
Mindfulness
Activity
 Restorative Circle at BMMS.
Not a Formal Study*

Research Question:
“How does the sense of belonging to a
homeroom class change for seventh
graders at Beverly Manor Middle
School, after the implementation of a
seven-week restorative
community-building circle
intervention?”
 Our Circle.
01 Transition to Circle. 04 Discussion/Reflection.

Mindfulness Moment Mindfulness Moment

02 05
& Expectations. & Outcome Data.

1-2 Community Transition back to

03 06
Building Activities. room.
 Evaluation.
Pre-Post Test Based on the Simple Student Belonging Scale, (Whiting et al., 2018).
01
Administered to the students & the teacher.

Quantitative Outcome Data Collected at the end of each circle experience. 0-5,
02
how was this experience for you?

Qualitative Outcome Data Collected with text boxes at the end of the experience
03
from students & the teacher.
 Pre-Post Test Question
Example: People in this homeroom class notice when I
am good at something.

YES!
yes.
no.
NO!
(Whiting et al., 2018).
Outcomes (0-5 Outcome Data)
 Outcomes (Pre-Post Test, Students)
Based on the Simple School Belonging Scale, (Whiting et al., 2018)
 Outcomes (Pre-Post Test, Students)
Based on the Simple School Belonging Scale, (Whiting et al., 2018)
 Outcomes (Qualitative - Students)

Positive Themes
1. Enjoyed an opportunity to share about self
2. Enjoyed an opportunity to talk with classmates
3. Enjoyed using the talking piece
4. Enjoyed sitting in a circle
5. Enjoyed the community building activities
 Outcomes (Qualitative - Students)

Themes of Challenge or Difficulty

1. Listening to others was challenging
2. Interacting with new people was challenging
3. Public speaking was challenging
4. Some community building activities were challenging for
some individuals
 Outcomes (Qualitative - Teacher)
“[The circle] allowed them to learn more about each other but also for me to

learn about them as well.” She then explained how near the beginning of the circle

experience, she noticed some hateful looks around the circle when others were

sharing. Near the end of the circle experience however, the teacher noted, “for the

most part, those hateful looks went away which was a huge growth of the circle

because it felt like students were becoming less judgemental of one another.”
 Discussion / Key Takeaways.
Comfortability seemed to
01 The Circle was Effective! 04 improve over time.

Concerned about the School Wide

02 21.6% of No answers, and 05 Implementation would be
the 3.3% NO! answers. better.

Circle #3 went
03 exceptionally well.
Outcomes (0-5 Outcome Data)
Thanks!
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 Resources
Anfara, V. A., Evans, K. R., & Lester, J. N. (2013). Restorative justice in education: What we know so far. Middle School Journal, 44(5),
57–63.https://doi.org/10.1080/00940771.2013.11461873

Anyon, Y., Jenson, J. M., Altschul, I., Farrar, J., McQueen, J., Greer, E., Downing, B., & Simmons, J. (2014). The persistent effect of race
and the promise of alternatives to suspension in school discipline outcomes. Children and Youth Services Review, 44,
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Bauer, C. C., Caballero, C., Scherer, E., West, M. R., Mrazek, M. D., Phillips, D. T., Whitfield-Gabrieli, S., & Gabrieli, J. D. (2019). Mindfulness
training reduces stress and amygdala reactivity to fearful faces in middle-school children. Behavioral Neuroscience, 133(6),
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Berkley, J. (2017). Restorative practice: An intervention to improve connectedness in a new jersey middle school (dissertation). UMI,

Ann Arbor, MI.

 Resources
Caballero, C., Scherer, E., West, M. R., Mrazek, M. D., Gabrieli, C. F., & Gabrieli, J. D. (2019). Greater Mindfulness is associated with

Better Academic Achievement in Middle School. Mind, Brain, and Education, 13(3), 157–166.

https://doi.org/10.1111/mbe.12200

Calm schools. Calm. (n.d.). https://www.calm.com/schools/resources?day=30

Forslund, E. (n.d.). First 40: Community building circles - reynolds school district. Reynolds School District.
https://www.reynolds.k12.or.
us/sites/default/files/fileattachments/district/page/32191/first_40_-_community_building_circles.pdf

Garnett, B. R., Kervick, C. T., Moore, M., Ballysingh, T. A., & Smith, L. C. (2020). School staff and youth perspectives of tier 1 restorative

practices classroom circles. School Psychology Review, 51(1), 112–126. https://doi.org/10.1080/2372966x.2020.1795557

 Resources
Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban

adolescent students. The Journal of Experimental Education, 62(1), 60–71. https://doi.org/10.1080/00220973.1993.9943831

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Leaving the Village. (2016, January 16). Why we need restorative practices in schools [Video file]. Retrieved from Why We Need

Restorative Practices in Schools

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systematic literature review. International Journal of Environmental Research and Public Health, 19(1), 96.

https://doi.org/10.3390/ijerph19010096
 Resources
Pendergast, D., Allen, J., McGregor, G., & Ronksley-Pavia, M. (2018). Engaging marginalized, “at-risk” middle-level students: A focus on

the importance of a sense of belonging at school. Education Sciences, 8(3), 138. https://doi.org/10.3390/educsci8030138

Sandwick, T., Hahn, J. W., & Hassoun Ayoub, L. (2019). Fostering community, sharing power: Lessons for building restorative justice

school cultures. Education Policy Analysis Archives, 27, 145. https://doi.org/10.14507/epaa.27.4296

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Woerkom, M. van. (2018, March 12). Building community with restorative circles.

Edutopia.https://www.edutopia.org/article/building-community-restorative-circles/#:~:text=Find%20a%20relevant%20opening%20c

eremony,class%20or%20noisy%20hallway%20experience
 Resources
YouTube. (2022, May 21). Restorative practices: Students’ perspectives. YouTube

https://www.youtube.com/watch?v=R_w-VY3Y7EU