Our Restorative Practices Journey in DE Must March On

In the state of Delaware, the implementation of restorative practices in schools has emerged as a transformative approach to building a sense of community and handling discipline. The continued shift away from punitive practices towards a more holistic, community-based model has shown promising results in fostering a positive school climate, reducing disciplinary disparities, and promoting healing—particularly among children of color who have historically been disproportionately affected by harsh disciplinary actions.

Restorative practices center around building and maintaining healthy relationships, fostering empathy, and repairing harm through connection and challenge. Instead of focusing solely on punishment, this approach encourages accountability, reconciliation, and learning from mistakes. By creating a supportive environment that values everyone’s voice and experiences, restorative practices empower students to take ownership of their actions and work towards positive change.

For children of color in Delaware schools, who often face systemic inequalities and biases that can contribute to their overrepresentation in disciplinary actions, restorative practices offer a much-needed alternative to the traditional punitive system. Research has and continues to show that Black and Latino students, in particular, are more likely to be suspended or expelled compared to their white peers for similar behaviors. This disproportionate impact can have far-reaching consequences, leading to academic disengagement, increased likelihood of involvement in the criminal justice system, and perpetuating cycles of trauma and exclusion.

By implementing restorative practices, Delaware schools have the opportunity to address these disparities and create a more equitable and inclusive learning environment. Proactive and responsive circles, conferences, and interventions provide students with the space to express themselves, share their perspectives, and resolve conflicts in a constructive manner. This process not only helps build a sense of community and belonging but also equips students with valuable social and emotional skills that are essential for their personal growth and academic success.

Moreover, restorative practices have been shown to improve school climate and reduce instances of disruptive behavior, creating a safer and more conducive learning environment for all students. When conflicts are addressed proactively and collaboratively, rather than through punitive measures, students are more likely to feel supported, respected, and motivated to engage positively with their peers and teachers. This shift from punishment to restoration fosters a culture of empathy, understanding, and mutual respect that benefits the entire school community.

From New Castle to Sussex counties, various Delaware school districts and charters have embraced restorative practices to prioritize equity, belonging, and as a critical step

towards dismantling the structures of oppression and bias that have long hindered the success of children of color. Despite this, the opponents to equity and justice have attempted to attack this work by conflating it with critical race theory. These attacks are unfounded and, unfortunately, manipulated as dog whistles for political purposes.

The impact and importance of restorative practices in Delaware schools cannot be overstated. By embracing this transformative approach to building community and accountability, we have the opportunity to foster healing, promote equity, and empower all students to thrive and succeed. Our restorative journey in Delaware is far from over and must march on to create a more just and inclusive educational landscape for generations to come.