Restorative Circles: A Platform for Student Voice
By Megan C. Neforos | September 2023
Does your school have a platform for students to share their perspectives and experiences? Do your students have the chance, either in their classroom or outside of school hours, to talk freely about social justice issues that are plaguing our country? Do school leaders in your building welcome student voices, or are they met with resistance?
Often, students say they do not feel seen or heard within their classroom settings, which can create barriers to their learning and could ultimately impact their mental health. In a world full of prejudice and injustice, students are seeking opportunities to share their perspectives freely in a safe, equitable, and secure space. School counselors can advocate for and use restorative circles to amplify student voices in the school building.
Restorative circles can be used in classrooms to strengthen relationships, foster community and proactively assist students in developing the interpersonal skills they need to respond to conflict. Nationwide, school violence is increasing and chronic absenteeism rates are soaring. Teacher shortages are leaving classrooms vacant, and students are subjected to a steady stream of long-term substitutes. As we know, students thrive in environments that provide safety, a sense of belonging, structure and consistency. School counselors should advocate for enriching and safe platforms, free from judgment, where students can exercise their voices. Restorative circles help build empathetic, reflective and empowered students with strong connections to their respective school communities.
It makes sense for school counselors to lift and leverage the school community through the use of restorative circles, as we are natural facilitators of small groups. While small counseling groups tend to be more interactive and curriculum-driven, restorative circles do not stem from a curriculum and must be facilitated by trained professionals. Restorative circles consist of a list of open-ended questions that promote storytelling from participants in a highly structured space. These questions should be intentionally developed for the circle, with a focus on ensuring they are inclusive and respectful for all students. The facilitator and participants answer the questions using a talking piece to promote active listening skills, so all voices are heard.
Here are some ways school counselors can facilitate restorative circles:
Restorative Circles in the Classroom
Initially, teachers and administrators may be resistant to the idea of restorative circles, fearing that this will encroach on their instructional time, but if used appropriately, restorative circles can complement instruction. In classrooms, restorative circles can be used not only to build community, but also to help students prepare for tests, problem solve, brainstorm, discuss content, play games and have an opportunity to provide feedback.
Student Facilitators
Schools should consider training students to facilitate restorative circles in their classrooms, because the most powerful circles are those that are student led. Students feel empowered to lead classroom discussions and strengthen bonds with their classmates. Justin Tetelman, one of the first students to facilitate Tier 1 restorative circles in Virginia’s Fairfax County Public Schools, reported: “I led one for the first time, and the impact it had on our classroom was tangible. I realized how much students genuinely want to open up to other peers and have those connections. It had an impact on the way that students were open to sharing and the way that students were more intellectually present and engaged. I think it influenced the way we learned for the remainder of the school year.” School counselors trained in facilitating restorative circles can supervise and mentor these student leaders as they collaborate with their teachers to enhance the climate of the classroom.
Leadership Circles
Restorative circles can also be highly effective as a Tier 2 intervention. Ideal candidates for these circles include those who have missed less than 10 days of school, have low school engagement, are regularly tardy to school, and students who have difficulty forming positive relationships with peers and/or adults. School counselors should approach students about these circles using a strengths-based approach. Giving students a special invitation or letter to acknowledge their acceptance into a “leadership circle” to improve the school climate can be very impactful. Simply renaming our interventions with students will automatically set students up for a less punitive experience. With that being said, all participants must agree to participate in Tier 2 restorative circles, as the process is voluntary.
Fairness Committees
Fairness Committees are restorative circles that offer students the opportunity to share their perspectives about the school climate or world at large without resistance. Facilitators can also create and use a topic box for students to write down ideas for the circles to help problem-solve issues inside or outside of the school building.
Next Steps
It is important to note that restorative circles must be implemented with fidelity. Facilitators must receive training through their district or a certified organization such as the International Institute for Restorative Practices (IIRP) before running circles. As the intrigue over restorative practices is gaining traction across the nation, many districts are providing professional development to administrators, teachers and counselors. School counselors should advocate for using restorative circles with their administrative team and district leaders.
Megan Neforos is a school counselor in Fairfax County Public Schools, in Virginia. Contact her at mcneforos@fcps.edu
Often, students say they do not feel seen or heard within their classroom settings, which can create barriers to their learning and could ultimately impact their mental health. In a world full of prejudice and injustice, students are seeking opportunities to share their perspectives freely in a safe, equitable, and secure space. School counselors can advocate for and use restorative circles to amplify student voices in the school building.
Restorative circles can be used in classrooms to strengthen relationships, foster community and proactively assist students in developing the interpersonal skills they need to respond to conflict. Nationwide, school violence is increasing and chronic absenteeism rates are soaring. Teacher shortages are leaving classrooms vacant, and students are subjected to a steady stream of long-term substitutes. As we know, students thrive in environments that provide safety, a sense of belonging, structure and consistency. School counselors should advocate for enriching and safe platforms, free from judgment, where students can exercise their voices. Restorative circles help build empathetic, reflective and empowered students with strong connections to their respective school communities.
It makes sense for school counselors to lift and leverage the school community through the use of restorative circles, as we are natural facilitators of small groups. While small counseling groups tend to be more interactive and curriculum-driven, restorative circles do not stem from a curriculum and must be facilitated by trained professionals. Restorative circles consist of a list of open-ended questions that promote storytelling from participants in a highly structured space. These questions should be intentionally developed for the circle, with a focus on ensuring they are inclusive and respectful for all students. The facilitator and participants answer the questions using a talking piece to promote active listening skills, so all voices are heard.
Here are some ways school counselors can facilitate restorative circles:
Restorative Circles in the Classroom
Initially, teachers and administrators may be resistant to the idea of restorative circles, fearing that this will encroach on their instructional time, but if used appropriately, restorative circles can complement instruction. In classrooms, restorative circles can be used not only to build community, but also to help students prepare for tests, problem solve, brainstorm, discuss content, play games and have an opportunity to provide feedback.
Student Facilitators
Schools should consider training students to facilitate restorative circles in their classrooms, because the most powerful circles are those that are student led. Students feel empowered to lead classroom discussions and strengthen bonds with their classmates. Justin Tetelman, one of the first students to facilitate Tier 1 restorative circles in Virginia’s Fairfax County Public Schools, reported: “I led one for the first time, and the impact it had on our classroom was tangible. I realized how much students genuinely want to open up to other peers and have those connections. It had an impact on the way that students were open to sharing and the way that students were more intellectually present and engaged. I think it influenced the way we learned for the remainder of the school year.” School counselors trained in facilitating restorative circles can supervise and mentor these student leaders as they collaborate with their teachers to enhance the climate of the classroom.
Leadership Circles
Restorative circles can also be highly effective as a Tier 2 intervention. Ideal candidates for these circles include those who have missed less than 10 days of school, have low school engagement, are regularly tardy to school, and students who have difficulty forming positive relationships with peers and/or adults. School counselors should approach students about these circles using a strengths-based approach. Giving students a special invitation or letter to acknowledge their acceptance into a “leadership circle” to improve the school climate can be very impactful. Simply renaming our interventions with students will automatically set students up for a less punitive experience. With that being said, all participants must agree to participate in Tier 2 restorative circles, as the process is voluntary.
Fairness Committees
Fairness Committees are restorative circles that offer students the opportunity to share their perspectives about the school climate or world at large without resistance. Facilitators can also create and use a topic box for students to write down ideas for the circles to help problem-solve issues inside or outside of the school building.
Next Steps
It is important to note that restorative circles must be implemented with fidelity. Facilitators must receive training through their district or a certified organization such as the International Institute for Restorative Practices (IIRP) before running circles. As the intrigue over restorative practices is gaining traction across the nation, many districts are providing professional development to administrators, teachers and counselors. School counselors should advocate for using restorative circles with their administrative team and district leaders.
Megan Neforos is a school counselor in Fairfax County Public Schools, in Virginia. Contact her at mcneforos@fcps.edu