An examination into the use of the restorative justice model as an alternative to expulsion for extreme behaviour in schools

Abstract

This study explores the use of the Community Conferencing Process, from The Restorative Justice Model, as a tool for school administrators to employ when dealing with students whose behaviour has been highly disruptive or dangerous. Traditionally, such students have been disciplined by excluding them through suspension or expulsion. This paper offers evidence from three case studies, in an urban setting, where the use of a conferencing approach resulted not only in the restoration of peace and safety within the school but also in significant learning for those involved in the incidents and for their families. Moreover, all students concerned were able to maintain their places in their school following the conference in which they participated. The key concepts of Community Conferencing are discussed, including the importance of perpetrators owning responsibility for their actions, the subsequent offering of meaningful restitution to those most affected, and the opportunities for healing created for all participants by the process. In the end, the Community Conferencing Process is seen not as a silver bullet but as a potentially useful additional strategy for administrators to include in their overall school discipline plan.